How to Use Video in MOOCs and Blended Courses

LMMOSOC Us aps ga rTarodjaen H2or0se08
MOOCs as a
Trojan Horse
Aris Cologon
Blended Learning Coordinator
Dept of Psychiatry, MDHS
Travis Cox
Manager, ALSS
Learning Environments

“Year of
the
MOOC”
- NY Times, 2012

Facts and figures – 2013
MOOC Enrolments
Principles of macroeconomics 79,202
Exercise physiology 53,065
Discrete optimization 51,333
Animal behaviour 47,557
Climate change 48,525
Epigenetic control of gene expression 42,095
Generating the wealth of nations 31,443

MOOC videos
Hours of video content 96
Videos downloaded 2,205,046
Videos streamed 1,483,875

MOOC activities
Quizzes submitted 159,874
Video Quizzes submitted 732,138
Surveys submitted 10,542
Peer Assignments submitted 9,969
Discussion board topics created 5,628

Disruptive
Massive!
Different!
Massive?
Different?

Discussed!

Why MOOCs?
• Experiment
• Explore
• Learning Analytics

LTI grants
• Learning & Teaching Initiative
• Large ($35K) and Small ($10K)
• $1.2M allocation across 2 rounds
– Nov 2013
– Apr 2014

MOOCs as exemplars
• Well designed curriculum
• High quality resources
• Copyright management
• Lots of activity
• Easy access

Diffusion of innovations
Time of Adoption

Questions to ask
• Right tool for the task?
• Tool used elsewhere?
• Sustainable for instructor?
• Evaluation of tool success?
• Authentic learning experience?
• Authentic assessment?
• Alignment with learning objectives?

Constructive alignment
Assessment
Activities
& Content
Learning
Objectives

Content
Activities
Assessment
Instructors
Students

Video

“Why?”

Video advice
• Easy to embed videos in the LMS
– Vimeo, metacdn, Kaltura, local systems
• Aim for 6 minutes or less
• Alignment with learning objectives
and assessment

Use of video – cons
• Can be expensive
• Continuity and currency
• Pre-production effort
• Post-production effort

Use of video - pros
• Content independent of time/location
• Supports F2F learning activities
• Supports alternate assessment (PBL)
• Pre-production effort

LE VaMP
Dept Studio
Self Service Studio
Personal Capture
Webcam
Dependent
Independent
High
Quality
Low
Quality

Learning Environments (VaMP)
• Fee for service
• Studio or location based
• Used for MOOCs and other LTIs
– Project-based
– Extensive pre- and post-production
– Copyright management
• High production quality

Department Studio
• Cost borne by department
– $4K setup + ongoing staff costs
• Screen-sharing & interviews
• Support staff edit videos
• Pedagogy and copyright support
• Moderate/High production quality

Use of Specific Tools: Video Recording

Self Service Studio
• Free for instructors
• $8K setup + some staff costs
• Instructor-edited screen-sharing
• Advanced editing opportunities
• Mandatory training inc. best practice
• Moderate/High production quality

Personal Capture
• Low-cost (institutional license)
• Slides and screen-sharing
• Good for chunked content delivery
– Powerpoint/Keynote slides
– diagrams & rich media
• Moderate production quality

Webcam
• Low-cost
• Humanises the course
• Good for ‘personal’ engagement
– welcome to students
– feedback/prompts on recent discussions
– demo calculations/technical skills
• Lower production quality
– risk of “shelfie”

LE VaMP
Dept Studio
Self Service Studio
Personal Capture
Webcam
High
Quality
Low
Quality
Dependent
Independent

Assessments

MOOC assessments
• No room for error
• Unambiguous instructions
– Assessment dates
– Operational details
• Unambiguous expectations
– Rubric
– Advice for peer assessors

Content
Video
Test
Video
Content
Poll
Video
Test
Content 1
Content 2
Content 3
Test

Tests
• Check question clarity
• Revised content? Revise questions!
• Align test questions with learning
objectives

Discussion
Boards

MOOCs
• ~50,000 enrol
• Diverse knowledge
and/or experience
• Online contact only
Blended subjects
• ~100-200 enrol
• Relatively
homogenous group
• Many channels

So what is the purpose?
• Measure all student interactions?
• Dedicated forum
• Asynchronous space
• Inclusive/all students

Sustainable Change

Getting Started
• Ask those ‘Why?’ questions!
• You don’t need $$$ for change
• Use the past to inform the future
• Least effort approaches preferred
• Copyright obligations

Ongoing Support
• Collegial collaboration
• User guides for staff & students
• Central & Local T&L Support

Evaluating success
• Plan ahead to evaluate
• Metrics / statistical outcomes
• Student feedback
• Be prepared to modify, be flexible!

Attributions
• ilviale 2006, ‘Chess 3’ 22 September http://www.freeimages.com/photo/621734 [accessed 1
August 2014]
• Natebailey 2011, ‘A graph of Everett Rogers Technology Adoption Lifecycle model’ 29 May 2007
http://upload.wikimedia.org/wikipedia/en/archive/4/45/20110714211709%21DiffusionOfInnovatio
n.png [accessed 22 August 2014]
• Pappano 2012, ‘The Year of the MOOC’, The New York Times 2 November. Available from
http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-
at-a-rapid-pace.html [accessed 13 August 2014].
• Pinpin 2007 ‘Homeric Greece’ 29 September.
http://commons.wikimedia.org/wiki/File:Homeric_Greece.svg#mediaviewer/File:Homeric_Greece.s
vg [accessed 4 Aug 2014]
• Van Staalduinen, S 2013 ‘Hosier Lane’ The Royal Children's Hospital Melbourne
• tatlici 2007, ‘Troy’, 8 March http://www.freeimages.com/photo/734788 [accessed 1 August 2014]
• MOOC video and course screenshots provided by Learning Environments, University of Melbourne
• Psychiatry video images provided by Department of Psychiatry, University of Melbourne
• Image of lecture theatre courtesy of Learning Environments, The University of Melbourne

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