Deborah Arnold's slide presentation on the webinar

1. 
Exploring different video formats in MOOCs
Deborah Arnold
Department Manager, AIDE-numérique
Centre for Information Systems and Digital Practice
Université de Bourgogne
@DebJArnold

2. AIDE-numérique department
 Missions
 Online learning (distance, blended…)
 Digital pedagogy (staff development)
 Online resources (production)
 History of audiovisual production
 1990s : research films / documentaries
 2000s : multimedia
 2010s : webdocumentaries
 2014 : our first MOOCs
 Quality / efficiency
 Production values / reputation

3. Designing & producing videos for MOOCs
1. Benchmarking
 what are others doing?
 what works, what doesn’t?
 what does the (scarce) literature say?
2. Pedagogical context
 Who is our target audience?
 what are the learning objectives?
 what is the main message?
3. Resources
 What is our budget?
 What human resources are available?
 What is our timescale?

4. 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.

5. 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)

6. How MOOCVideo ProductionAffects Student Engagement
https://www.edx.org/blog/how-mooc-video-production-affects#.VBMapU0cSu0

7. How MOOCVideo ProductionAffects 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. Creating a MOOC from A to Z (FUN)
Video tutorials on video for MOOCs
Rémi Sharrock, Mines-Télécom

9. EMMA
European Multiple MOOC Aggregator
http://platform.europeanmoocs.eu
#EUMoocs

10. Digital Culture andWriting #DCW
University of Burgundy
Launch: 21st May 2015

11. The #DCW mascot

12. Digital Culture andWriting #DCW
Extract 01

13. Open Wine University #OWU
University of Burgundy
Launch: 21st May 2015

14. #OWU
Extract 02
Extract 03

15. General and Social Pedagogy (EMMA)
University of Naples Federico II
(automatic transcription and translation by Universitat Politecnica de Valencia)

16. 
Thank you
Deborah Arnold
Deborah.Arnold@u-bourgogne.fr
@DebJArnold
http://platform.europeanmoocs.eu