“All the world’s a stage” – the Open Broadcaster Software (OBS) as enabling technology to overcome restrictions in online teaching

Authors

DOI:

https://doi.org/10.21100/compass.v14i2.1241

Keywords:

Learning Technology, OBS, Open Broadcaster Software, Teaching Online

Abstract

The Open Broadcaster Software (OBS) Studio is a free software that enables tutors to overcome the typical restrictions of video conferencing software like MS Teams or Zoom. This paper develops from a real-life situation where the pandemic-induced move to online teaching has put severe restrictions on otherwise engaging teaching and student activities – specifically role-plays and use of props - hitherto run in the classroom. The goal is to demonstrate how OBS Studio was set-up and employed to overcome this situation. In doing so, the paper offers a simple set-up tutorial for two scenes against this background to show that using OBS Studio is straightforward and intuitive.

Author Biography

Gerhard Kristandl, University of Greenwich

Dr Gerhard Kristandl joined the University of Greenwich in 2010 and is a Senior Lecturer in Management Accounting, Accounting Information Systems, and Enterprise Resource Planning Systems. Before he joined the Department of Accounting & Finance, he worked for Accenture Germany in their Finance and Performance Management practice. Gerhard’s main interest lies in the use and impact of technology-supported learning, teaching, and application in practice. He is also an content creator on YouTube and game streamer on Twitch.

References

Alkin, M.C. and Christie, C.A. (2002) ‘The Use of Role-Play in Teaching Evaluation.’ American Journal of Evaluation. 23(2), 209-218. Available at: https://doi.org/10.1177%2F109821400202300210 (Accessed: 25 January 2021).

Baruch, Y. (2006) ‘Role-play Teaching: Acting in the Classroom.’ Management Learning, 37(1), 43-61. Available at: https://doi.org/10.1177%2F1350507606060980 (Accessed: 25 January 2021).

Cavaliere, L. and Sgroi, A. (1992) ‘Active learning: Perspectives on learning that leads to personal development and social change.’ New Direction for Adult and Continuing Education, 53, 5-10. Available at: https://www.academia.edu/download/47016690/ace.3671992530320160704-1526-1rttkpx.pdf (Accessed: 18 March 2021).

Eitington, J.E. (2001) The winning trainer winning ways to involve people in learning. 4th ed. Boston, MA: Butterworth Heinemann. ISBN: 978-0750674232

Groff, J.E. (1989) ‘A Game To Introduce Accounting Information Systems Students To Certain Internal Control Concepts.’ Developments in Business Simulation & Experiential Exercises, 16, 165-168. Available at: https://journals.tdl.org/absel/index.php/absel/article/view/1887 (Accessed: 18 March 2021).

Headleand, C. (2019) ‘Streaming with Students.’ Manual. University of Lincoln. Available at: https://eprints.lincoln.ac.uk/id/eprint/44688/ (Accessed: 15 June 2021).

Lauber, L. (2007) ‘Role-play: Principles to increase effectiveness.’ In: Silberman, M.L. (ed.) The Handbook of Experiential Learning. San Francisco, CA: Wiley, 185-201. ISBN: 978-0470117392

Rao, D. and Stupans, I. (2012) ‘Exploring the potential of role play in higher education: development of a typology and teacher guidelines.’ Innovations in Education and Teaching International, 49(4), 427-436. Available at: https://doi.org/10.1080/14703297.2012.728879 (Accessed: 15 February 2021).

Romney, M.B., Steinbart, P.J., Summers, S.L. and Wood, D.A. (2021) Accounting Information Systems. 15th ed. Harlow: Pearson. ISBN: 978-0135573006.

Sande, S. (2020) ‘Video Production with OBS: What it is and why you should use it.’ [Blog] Rocket Yard. Available at: https://eshop.macsales.com/blog/62755-video-production-with-obs-what-it-is-and-why-you-should-use-it/ (Accessed: 15 March 2020).

Sycamore, R. (2020) ‘Anxiety during COVID-19.’ Journal of Paramedic Practice, 12(6), 247-247. Available at https://doi.org/10.12968/jpar.2020.12.6.247 (Accessed: 15 Feb 2020).

Downloads

Published

07/13/2021

Issue

Vol. 14 No. 2 (2021)

Section

Case Studies

License

Compass: Journal of Learning & Teaching provides immediate open access to its content on the principle that making research freely available to the public supports a more equitable global exchange of knowledge.

 

Works are released under the default licence of Creative Commons Attribution 4.0 International (CC BY) licence, which provides unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. If authors require a divergent licence, please contact [happy to have 'the Scholarly Communications Manager' (ks8035h@gre.ac.uk) listed here if that is easier.]

 

Authors of articles published in Compass: Journal of Learning & Teaching remain the copyright holders to their published work and grant third parties the right to use, reproduce, and share the article according to terms of the Creative Commons license agreement applied to the work by Compass: Journal of Learning & Teaching.

 

Self-archiving policy: authors are permitted, and encouraged, to deposit any version of their article - submitted, accepted, and published versions - in subject and institutional repositories at any time. 

 

If you have any queries about the choice of license, or which to discuss other options, please contact the Scholarly Communications Manager at scholarlycommunications@greenwich.ac.uk.