Learning from YouTube: How Pseudo-Synchronous Interactions Can Enhance Video Instruction
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Learning from YouTube: How Pseudo-Synchronous Interactions Can Enhance Video Instruction
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Slides from my workshop at the 2012 US Distance Learning Association annual conference discussing Grockit Answers (https://grockit.com/answers) Abstract: Video is playing an increasingly important role in online learning, and exciting new web technologies are now emerging that enable a new level of peer interactions and learner collaborations around video instruction. For self-paced distance learners engaging with long-form presentations of complex concepts, content-centered peer dialogue can be incredibly valuable. Most video-hosting websites today support some limited peer interactions through a shared comment thread, but this format inherently treats the video as a two-dimensional object, ignoring its most meaningful dimension: time. What could peer interactions around web video look like when temporal context is treated as critically-relevant? In this session, we explore a number of freely-available tools that provide answers to this question, and share a set of concrete examples of how distance learning educators and administrators can benefit from using these tools in their courses and programs. Join us to learn how to spark lively student discussions around (and within) video instruction. Help us discuss and explore ways that this coming wave of web technologies can transform the distance learning experience.
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Learning from YouTube: How Pseudo-Synchronous Interactions Can Enhance Video Instruction
- Learning from YouTube How pseudo-synchronous interactions can enhance video instruction Ari Bader-Natal Chief Learning Architect, Grockit Twitter: @aribadernatal Email: ari@grockit.com https://grockit.com/answers
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- Learning from YouTube How pseudo-synchronous interactions can enhance video instruction Ari Bader-Natal Chief Learning Architect, Grockit Twitter: @aribadernatal Email: ari@grockit.com https://grockit.com/answers