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Deborah Arnold - EMMA webinar: Capturing and delivering effective video as part of your MOOC

EUmoocs
EUmoocs

EMMA webinar series: Capturing and delivering effective video as part of your MOOC including the innovative use of video to enrich your learning offer MOOCs have always been associated with intensive use of video, early MOOCs were based almost entirely on video recordings of lectures, discussions, talking heads or interviews, and even though the production value may be modest, video still remains one of the highest costs on a MOOC budget. Increasingly the question is raised which kinds of videos lead to the best student learning outcomes in a MOOC? And which production techniques and methods provide a higher learning efficiency. In this webinar, we provide an overview of both production techniques and pedagogical approaches related to the use of video in MOOCs. This webinar aims at encouraging MOOC authors to explore new ways of using video. Find out more about EMMA: http://project.europeanmoocs.eu/

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Deborah Arnold - EMMA webinar: Capturing and delivering effective video as part of your MOOC
a panorama of video genres for MOOCs
Deborah Arnold
Department Manager, AIDE-numérique
Centre for Information Systems and Digital Practice
Université de Bourgogne
@DebJArnold
The
ugly?
The
bad?
The
good?
YouTube genres for teaching and learning
(Donald Clark)http://donaldclarkplanb.blogspot.co.uk/2013/02/youtube-another-moop-
massive-open.html
• Khan blackboard and coloured chalk – simple but effective, learner’s mind not cluttered with
seeing Khan – it’s the semantic content that matters, not talking heads.
• Thrun’s hand and whiteboard – again not Thrun’s head that matters but seeing worked problems
and solutions.
• RSA animations – clever animations that end up as a single infographic.
• TED talks – shows how lectures should be – passionate experts, no notes, no reading, little
PowerPoint and short.
• Software demos – just show me the steps one by one.
• Physical demos – point the camera at the engine, radiator or whatever I need to fix and show me
how to do it, with commentary. I just take my tablet to the place I need it.
• Sports coaching – wayward tennis serve? Watch an expert coach you in slow motion.
Donald Clark (again) on HCI MOOC video
http://donaldclarkplanb.blogspot.co.uk/2013/05/mooc-on-human-computer-interaction-7.html
• Small screen, low retention
• Too much talking head
• Cognitive dissonance (text and video at the same time – the
death of rich media?)
• Paucity of images (describing schemas, techniques or
procedures without images)
• Presentation style (important for maintaining attention)
• Poor editing (negative effect on retention)
How MOOC Video Production Affects Student Engagement
https://www.edx.org/blog/how-mooc-video-production-affects#.VBMapU0cSu0
How MOOC Video Production Affects Student Engagement
https://www.edx.org/blog/how-mooc-video-production-affects#.VBMapU0cSu0
1. Shorter videos are much more engaging. Engagement drops sharply after 6 minutes.
2. Videos that intersperse an instructor’s talking head with PowerPoint slides are more
engaging than showing only slides.
3. Videos produced with a more personal feel could be more engaging than high-fidelity
studio recordings.
4. Khan-style tablet drawing tutorials are more engaging than PowerPoint slides or code
screencasts.
5. Even high-quality prerecorded classroom lectures are not as engaging when chopped
up into short segments for a MOOC.
6. Videos where instructors speak fairly fast and with high enthusiasm are more
engaging.
7. Students engage differently with lecture and tutorial videos.

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Deborah Arnold - EMMA webinar: Capturing and delivering effective video as part of your MOOC

  • 2. a panorama of video genres for MOOCs Deborah Arnold Department Manager, AIDE-numérique Centre for Information Systems and Digital Practice Université de Bourgogne @DebJArnold The ugly? The bad? The good?
  • 3. YouTube genres for teaching and learning (Donald Clark)http://donaldclarkplanb.blogspot.co.uk/2013/02/youtube-another-moop- massive-open.html • Khan blackboard and coloured chalk – simple but effective, learner’s mind not cluttered with seeing Khan – it’s the semantic content that matters, not talking heads. • Thrun’s hand and whiteboard – again not Thrun’s head that matters but seeing worked problems and solutions. • RSA animations – clever animations that end up as a single infographic. • TED talks – shows how lectures should be – passionate experts, no notes, no reading, little PowerPoint and short. • Software demos – just show me the steps one by one. • Physical demos – point the camera at the engine, radiator or whatever I need to fix and show me how to do it, with commentary. I just take my tablet to the place I need it. • Sports coaching – wayward tennis serve? Watch an expert coach you in slow motion.
  • 4. Donald Clark (again) on HCI MOOC video http://donaldclarkplanb.blogspot.co.uk/2013/05/mooc-on-human-computer-interaction-7.html • Small screen, low retention • Too much talking head • Cognitive dissonance (text and video at the same time – the death of rich media?) • Paucity of images (describing schemas, techniques or procedures without images) • Presentation style (important for maintaining attention) • Poor editing (negative effect on retention)
  • 5. How MOOC Video Production Affects Student Engagement https://www.edx.org/blog/how-mooc-video-production-affects#.VBMapU0cSu0
  • 6. How MOOC Video Production Affects Student Engagement https://www.edx.org/blog/how-mooc-video-production-affects#.VBMapU0cSu0 1. Shorter videos are much more engaging. Engagement drops sharply after 6 minutes. 2. Videos that intersperse an instructor’s talking head with PowerPoint slides are more engaging than showing only slides. 3. Videos produced with a more personal feel could be more engaging than high-fidelity studio recordings. 4. Khan-style tablet drawing tutorials are more engaging than PowerPoint slides or code screencasts. 5. Even high-quality prerecorded classroom lectures are not as engaging when chopped up into short segments for a MOOC. 6. Videos where instructors speak fairly fast and with high enthusiasm are more engaging. 7. Students engage differently with lecture and tutorial videos.
  • 8. FUN: France Université Numérique https://www.france-universite-numerique-mooc.fr
  • 9. EMMA: European Multiple MOOC Aggregator #EUMoocs http://platform.europeanmoocs.eu
  • 10. ECO: Elearning Communication Open Data #ECOlearning https://hub5.ecolearning.eu/
  • 11. Creating a MOOC from A to Z (FUN) Video tutorials on video for MOOCs Rémi Sharrock, Mines-Télécom
  • 12. Creating a MOOC from A to Z Rémi’s office / studio
  • 13. Creating a MOOC from A to Z Filming writing
  • 14. Creating a MOOC from A to Z Filming an experiment and writing the explanation
  • 15. Creating a MOOC from A to Z Filming writing on whiteboard
  • 16. Project management (2nd iteration) Rich media
  • 17. Project management (3rd iteration) Spot de difference?!
  • 18. General and Social Pedagogy (EMMA) University of Naples Federico II
  • 19. General and Social Pedagogy (EMMA) University of Naples Federico II (automatic transcription and translation by Universitat Politecnica de Valencia)
  • 20. Ma pédagogie à la sauce web / Teaching & learning the web 2.0 way (ECO) Stop motion animation
  • 21. “Causerie” (informal chat) Christophe Batier & Marcel Lebrun YouTube
  • 22. Du Manager au Leader (FUN)
  • 23. ?