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

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

Kristandl, Gerhard ORCID: 0000-0002-8461-0935 (2021) “All the world’s a stage” – the Open Broadcaster Software (OBS) as enabling technology to overcome restrictions in online teaching. Compass: The Journal of Learning and Teaching at the University of Greenwich, 14 (2). pp. 1-16. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v14i2.1241)

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Abstract

The Open Broadcaster Software (OBS) Studio is free software that enables tutors to overcome the restrictions typical 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, against this background, a simple set-up tutorial for two scenes to show that using OBS Studio is straightforward and intuitive.

Item Type: Article
Additional Information: The article contains a how-to tutorial in an appendix (How to set up OBS with two scenes).
Uncontrolled Keywords: Open Broadcaster Software Studio OBS Microsoft Teams Online teaching Online delivery Online case study delivery
Subjects: H Social Sciences > HF Commerce > HF5601 Accounting
L Education > L Education (General)
Q Science > QA Mathematics > QA76 Computer software
Faculty / Department / Research Group: Faculty of Business
Faculty of Business > Department of Accounting & Finance
Related URLs:
Last Modified: 06 Aug 2021 15:38
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/33389

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