Jörn Loviscach - Teaching with Videos ≠ Learning from Videos

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Slides from the M&L Webinar: Defining Video Pedagogy and activating interaction. Many people argue that video has a huge potential in terms of learner engagement, that by including quizzes and opportunities for interaction through video it is much easier to involve learners even in remote learning contexts. During this webinar we will be discussing this topic and sharing good practice on learner engaging as well as attempting to define different types of video pedagogies. To find out more about this webinar and watch the recording, please visit: http://association.media-and-learning.eu/portal/event/ml-webinar-defining-video-pedagogy-and-activating-interaction-0

Education

0
Jörn Loviscach
Teaching with Videos
≠ Learning from Videos

2
Where to borrow from
• Comics (McCloud)
• Information visualization (Tufte)
• Multimedia Learning (Mayer)

4
Teaching with videos
• Visual, animated, informal
explanations
• Worked examples
• Routines in the lab / in software
• Discussions, interviews
• Students at work; students’ work
• …

5
But what about learning?
• Video is seductive.
• Video enables multitasking.
• Often, video is not challenging.

6
The fundamental illusion
Lecturers think
they have taught.
Students think
they have learned.
Everybody is happy
… for the time being.

7
Illusions
• Hawthorne and novelty effect
• Dunning-Kruger effect
• Easy watching
vs. „desirable difficulties“
Bjork et al. Self-Regulated Learning. Annu Rev Psych, 2013.

8
Problems with lecture capture
• Non-attendance in class
• Procrastination
• Cramming
Witthaus & Robinson. Lecture capture literature review. A review of the
literature from 2012 to 2015. http://www.tinyurl.com/lecture-capture-lboro
Also in flipped teaching: More than
30 % miss class at RWTH Aachen.
www.e-teaching.org/community/communityevents/onlinepodium/
fuer-immer-online-wie-veraendert-der-videoeinsatz-die-lehre

10
Immediate feedback
• How to repair a faucet
• How to pronounce
“Edinburgh”
• How to suture a wound
youtu.be/v3oFqW-KfOs
youtu.be/CqH3-N9DakM
youglish.com/search/
Edinburgh/uk

12
Autograded quizzes
• Plain old multiple choice (MC)
• MC showing one option at a time
Foster/Miller. A new format for multiple-choice testing […].
Psych Sc Quarterly, 2009.
• Two-tier MC
• …
Chandrasegaran et al.
The development of a two-tier
multiple-choice diagnostic
instrument […].
Chem Ed Res Pract, 2007.

14
Slow feedback
• Peer assessment
• Tutors (paid?)
• Blended approaches,
e.g., flipped teaching

15
Quizzes do help, but …
• Testing Effect
Roediger & Karpicke. Test-Enhanced Learning […]. Psychol Sci, 2006.
• Quizzes take time
and can be frustrating.
• Illusion:
It’s more helpful
to rewatch a video
than to take a quiz.

16
Motivation to take quizzes?
• Make compulsory
• Gamification
• Embedded quizzes
capira.io/demo

17
www.j3L7h.de
Open Course:
Building MOOCs on a Budget
Course has started May 17, 2016.
moocs4all.eu

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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction. This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.

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1. 0 Jörn Loviscach Teaching with Videos ≠ Learning from Videos

2. 1 Inexpensive, focused, friendly

3. 2 Where to borrow from • Comics (McCloud) • Information visualization (Tufte) • Multimedia Learning (Mayer)

4. 3 Mathematics in motion

5. 4 Teaching with videos • Visual, animated, informal explanations • Worked examples • Routines in the lab / in software • Discussions, interviews • Students at work; students’ work • …

6. 5 But what about learning? • Video is seductive. • Video enables multitasking. • Often, video is not challenging.

7. 6 The fundamental illusion Lecturers think they have taught. Students think they have learned. Everybody is happy … for the time being.

8. 7 Illusions • Hawthorne and novelty effect • Dunning-Kruger effect • Easy watching vs. „desirable difficulties“ Bjork et al. Self-Regulated Learning. Annu Rev Psych, 2013.

9. 8 Problems with lecture capture • Non-attendance in class • Procrastination • Cramming Witthaus & Robinson. Lecture capture literature review. A review of the literature from 2012 to 2015. http://www.tinyurl.com/lecture-capture-lboro Also in flipped teaching: More than 30 % miss class at RWTH Aachen. www.e-teaching.org/community/communityevents/onlinepodium/ fuer-immer-online-wie-veraendert-der-videoeinsatz-die-lehre

10. 9

11. 10 Immediate feedback • How to repair a faucet • How to pronounce “Edinburgh” • How to suture a wound youtu.be/v3oFqW-KfOs youtu.be/CqH3-N9DakM youglish.com/search/ Edinburgh/uk

12. 11 Quick feedback in academics?

13. 12 Autograded quizzes • Plain old multiple choice (MC) • MC showing one option at a time Foster/Miller. A new format for multiple-choice testing […]. Psych Sc Quarterly, 2009. • Two-tier MC • … Chandrasegaran et al. The development of a two-tier multiple-choice diagnostic instrument […]. Chem Ed Res Pract, 2007.

14. 13 Autograded simulations

15. 14 Slow feedback • Peer assessment • Tutors (paid?) • Blended approaches, e.g., flipped teaching

16. 15 Quizzes do help, but … • Testing Effect Roediger & Karpicke. Test-Enhanced Learning […]. Psychol Sci, 2006. • Quizzes take time and can be frustrating. • Illusion: It’s more helpful to rewatch a video than to take a quiz.

17. 16 Motivation to take quizzes? • Make compulsory • Gamification • Embedded quizzes capira.io/demo

18. 17 www.j3L7h.de Open Course: Building MOOCs on a Budget Course has started May 17, 2016. moocs4all.eu

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