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EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC – what are the options?


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In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.

This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.

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EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC – what are the options?

  1. 1. Choosing to implement video in your MOOC – what are the options? Mathy Vanbuel, ATiT EMMA Summer School July, 2015 Ischia, Italy
  2. 2. Video is popular as a teaching tool: • Container of large amounts of content • Self paced, self-regulated and independent learning “Media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” (R. Clark, 1983) Focus should be on the learner experience, less on the instruction.
  3. 3. Provider Perspective • Putting videos on EMMA • What kind of videos can be used in a MOOC? When to use video for learning? • How to maximise student learning outcomes with video in a MOOC? • Prejudices about video Learner Perspective • Interface Contents
  4. 4. Putting videos on EMMA • Put videos on YouTube or Vimeo (account needed for YouTube, EMMA can provide access to Vimeo by v-app) • Embed videos on EMMA in the appropriate spot • Also learners can load videos (YouTube only) within their personal blog pages
  5. 5. Key question 1 What kind of videos can be used in a MOOC? • Lecture-style videos: instructor(s) with/without slides or graphs, in office, classroom, studio • Tutorial videos: video screencast, Khan-style • Expert interviews • Panel discussion • Documentary/reportage style (live demos, e.g. surgeries; location shoot) • All moving images like… (archival, Europeana…)
  6. 6. When to use video? • As content container
  7. 7. When to use video? • As content container, yes but more interestingly also… • To show complex (or expensive, or dangerous) experiments • To illustrate ideas using slow-motion or animation • For a virtual field visit • To demonstrate techniques or mechanical skills • (assessment)
  8. 8. Introduce the Subject: Engage, Stimulate, Motivate Hook/Stimulus clips • Shock/surprise/delight • Creating a sense of suspense/uncertainty • Posing a problem or issue Signpost videos Introduction to the topic • To provide focus or rationale • To flag up what is coming later J. Koumi
  9. 9. Activity based: outcome directly related to the use of the video Observing • Videos with rich visual or audio content that learners could be asked to identify, spot, clips that facilitate close observation skills Authoring • Videos which enable students to re-purpose or edit the clip J. Koumi
  10. 10. Affective Domain: Facilitate Empathy/Emotional Engagement • Sensitise and Emotionalise: – Clips that signal a change of mood, tempo or topic – Highly emotional, charged clips (with a rationale) – Stunning, wow factor clips (e.g. incredible landscapes or wildlife depictions) J. Koumi
  11. 11. Cognitive Enablers: analysis, synthesis, interpretation • Predict, observe, evaluate • Compare and contrast • Extrapolate and predict: what if…? • Interpretation: what is this about? J. Koumi
  12. 12. Visual and spatial: bringing visualisation into the learning • Virtual field trips: in space and time • Strong visual representation e.g. art works • Instructional (illustrating a process) • Dynamic phenomena J. Koumi
  13. 13. Key question 2 • How to maximise student learning outcomes with video in a MOOC? ‼ Does not equal more views. Videos with high numbers of views usually have a direct connection to course assignments or assessments Guo, Kim, Rubin; McConachie, Schmidt e a; Hibbert; Chauhan, Goel
  14. 14. How to maximise student learning? • Short videos have higher engagement (impact) • Segment videos: 6 minutes seems to be a good compromise between what instructors want to instruct and what students accept. Shorter videos are also more engaging than longer videos. Videos of <30 seconds are most likely watched all the way (85%). Drop off starts and levels to 50% between 2 and 10 minutes. Put the most important parts of the message at the very beginning.
  15. 15. How to maximise student learning? • Talking heads edited with slides are more engaging than slides alone. • Requires post-production editing (unless players allow simultaneous view) ‼ Classroom lecture recordings require preproduction and planning in order to be engaging
  16. 16. How to maximise student learning? • Videos with a more personal feel are more engaging. • Record in an informal setting ‼ High production values do not pay off, but it is important to apply the “laws” of good quality media production, e.g. eye contact, good audio, clear graphs, readable text… Ambiguous effect of production values…
  17. 17. How to maximise student learning? • Candid drawing (“Khan Academy Style”) is more engaging than PowerPoint slides or screencasts. • Continuous speaking, motion and visual flow engage the learning. ‼ More pre-production planning needed, does not suit all instructors (clear handwriting, good drawing skills, careful layout planning, good presentation skills, good voice technique, prepared narrative…)
  18. 18. How to maximise student learning? • Quality of the teacher as an “actor” is important: enthusiastic delivery, relating to personal experiences, humour, create suspense etc. are more engaging. ‼ Speed up text, edit out pauses and filler words in post-production can help.
  19. 19. Are students watching your videos?
  20. 20. Are students watching your videos? • Do they, yes or no? • Preference for text materials • Video is boring • If the video is not well made, they won’t look • Is it worth all the trouble?
  21. 21. Is video difficult to produce?
  22. 22. Is video expensive?
  23. 23. Features of video in MOOCs • Content • Interface: the player side
  24. 24. Interface • Navigate – Play, pause, stop – Volume control – Full screen play out – Increase/decrease speed – Current time/total time of video – Progress bar – Navigation by keyboard • Captions – Subtitle options
  25. 25. Interface • Download, view off-line, watch on youtube • Full screen mode, adjust video quality • Interaction with(in) video is important – In-video activity (e.g. quiz) – Edit, segment, extract (A/V) – Annotate – Tag – Quiz – Assessment – Statistics – Search in video, in supplementary materials
  26. 26. Interface • Search inside video, inside transcript, inside presentation • Supplement – Presentation slides – Related document – Transcript of video – Language selection • Secondary screen integration
  27. 27. Interface • Favorites, add to watch later, personal playlist, tag, annotate, • Social functionalities – Share – Recommend – Annotate – Like etc... • Support: browser issues, player issues
  28. 28. All originally created materials are de facto copyrighted If you want to share as an Open Education Resource or under a CC license, this has to be explicitly declared. • Warning: the newly composed work inherits the underlying rights of its components. • Note: international context of the newly composed work possible discrepancies with your own (national) legislation. CC version 4.0 Intellectual property aspects (add’l)
  29. 29. Questions?