Diana E. E. Kleiner


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Diana E. E. Kleiner is Dunham Professor of History of Art and Classics at Yale University and Director of Yale’s Open Educational Resources Video Lecture Project.

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Diana E. E. Kleiner

  1. 1. Video, Education, and Open Content: Best Practices, at Columbia University, May 22, 2007 Diana E. E. Kleiner, Principal Investigator, Yale OER Video Lecture Project
  2. 2. OPEN educational resources <ul><li>OER Credo Might Be: “One for All and All for One” </li></ul><ul><li>(Motto of the King’s Musketeers in Alexandre Dumas, The Three Musketeers ) </li></ul><ul><li>Collective innovations across OER </li></ul><ul><li>Yale’s contribution </li></ul><ul><li>(video, faculty recruitment, IP/collections, </li></ul><ul><li>full arts & sciences curriculum, innovation </li></ul><ul><li>in humanities/arts) </li></ul><ul><li>What can we do as one? </li></ul>
  3. 3. Confluence of Content and Medium <ul><li>Primacy of teaching in the Yale classroom and beyond University gateways aligns with the aims of Hewlett-sponsored OER </li></ul><ul><li>Reaching beyond the University to make Yale teaching assets more accessible dovetails with Yale globalization overall </li></ul><ul><li>Video as the optimum vehicle </li></ul>
  4. 4. Introducing the Yale Open educational resources <ul><li>Goal: to Open the Yale classroom worldwide and free over the Internet through a curriculum of 36 Yale College courses, produced by Yale’s CMI2 and surrounded with a rich array of OCW elements </li></ul>
  5. 5. Why ? <ul><li>What can be achieved with video that is less possible without it? </li></ul><ul><li>The Person : go beyond-the-syllabus by featuring the real professor and his or her unique pedagogical approach and how educational materials can be variously presented and interpreted </li></ul><ul><li>The Place : open the live college classroom and share worldwide the wonderment of teaching and learning </li></ul><ul><li>The Learning Process : facilitate widespread “auditing” of full courses online, accessible through a variety of options (video, audio, and text transcriptions) and, by so doing, underscore that learning is not only about accessing instantaneous information, but also about a more gradual intellectual evolution </li></ul><ul><li>The Creative Remix : emphasize that one can go beyond auditing and actively interact with the content of a full course, picking and choosing what to view and what to use and remix in another context </li></ul>
  6. 6. Best Practices: Content <ul><li>The Element of Choice </li></ul><ul><li>Building a curriculum (subjects and faculty) </li></ul><ul><li>Video quality and whether it matters </li></ul><ul><li>Faculty effectiveness via video </li></ul><ul><li>Strategies for making videos more effective in content and presentation </li></ul><ul><li>The student side of the teaching and learning equation </li></ul><ul><li>The IP challenge especially for the humanities and the arts </li></ul>
  7. 7. Case Studies in the Humanities <ul><li>Professor Christine Hayes, Introduction to the Old Testament with Jonah, Nineveh, and a quotation on sack cloth. </li></ul>
  8. 8. Case Studies in the Humanities <ul><li>Professor Shelly Kagan, philosophy course entitled “Death” and the issues that arise when we confront our mortality. The Cartesian argument that the mind is a separate entity from the body. http://cmi2.yale.edu/yaleopen/page1.html </li></ul>