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Mathy Vanbuel - EMMA webinar: Capturing and delivering effective video as part of your MOOC
The document discusses the integration of video in MOOCs, emphasizing its effectiveness for engaging learners and maximizing learning outcomes through various video types. It outlines best practices for video use, such as keeping videos short, using personal delivery styles, and ensuring good quality production. Additionally, it addresses common prejudices about video effectiveness and production challenges while highlighting user interface features that enhance the learner experience.
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Mathy Vanbuel - EMMA webinar: Capturing and delivering effective video as part of your MOOC
- 1. Choosing to implementvideo in your MOOC – what are the options? Mathy Vanbuel, ATiT
- 2. Video is popularas a teaching tool: • Container of large amounts of content • Self paced, self-regulated and independent learning
- 3. Video is popularas a teaching tool: • Container of large amounts of content • Self paced, self-regulated and independent learning “Media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” (R. Clark, 1983) Focus should be on the learner experience, less on the instruction.
- 4. Provider Perspective • Puttingvideos on EMMA • What kind of videos can be used in a MOOC? When to use video for learning? • How to maximise student learning outcomes with video in a MOOC? • Prejudices about video Learner Perspective • Interface Contents
- 5. Putting videos onEMMA • Put videos on YouTube or Vimeo (account needed for YouTube, EMMA can provide access to Vimeo by v-app) • Embed videos on EMMA in the appropriate spot • Also learners can load videos (YouTube only) within their personal blog pages
- 6. Key question 1 Whatkind of videos can be used in a MOOC? • Lecture-style videos: instructor(s) with/without slides or graphs, in office, classroom, studio • Tutorial videos: video screencast, Khan-style • Expert interviews • Panel discussion • Documentary/reportage style (live demos, e.g. surgeries; location shoot) • All moving images: archives, Europeana…
- 7. When to usevideo? • As content container
- 8. When to usevideo? • As content container, yes but more interestingly also… • To show complex (or expensive, or dangerous) experiments • To illustrate ideas using slow-motion or animation • For a virtual field visit • To demonstrate techniques or mechanical skills • (assessment)
- 9. When to usevideo? • As content container, yes but more interestingly also… • To show complex (or expensive, or dangerous) experiments • To illustrate ideas using slow-motion or animation • For a virtual field visit • To demonstrate techniques or mechanical skills • (assessment)
- 10. When to usevideo? • Introduction: engage, stimulate, motivate, also signpost or recap • Activation: outcome directly related to the use of the video • Affection: facilitate empathy, emotion, engagement • Enable cognition: analysis, synthesis, interpretation • Visualise (based on J.Koumi)
- 11. When to usevideo? • Introduction: engage, stimulate, motivate, also signpost or recap • Activation: outcome directly related to the use of the video • Affection: facilitate empathy, emotion, engagement • Enable cognition: analysis, synthesis, interpretation • Visualise (based on J.Koumi)
- 12. Key question 2 •How to maximise student learning outcomes with video in a MOOC? ‼ Does not equal more views. Videos with high numbers of views usually have a direct connection to course assignments or assessments Guo, Kim, Rubin; McConachie, Schmidt e a; Hibbert; Chauhan, Goel
- 13. How to maximisestudent learning? • Short videos have higher engagement (impact) • Segment videos: 6 minutes seems to be a good compromise between what instructors want to instruct and what students accept. Shorter videos are also more engaging than longer videos. Videos of <30 seconds are most likely watched all the way (85%). Drop off starts and levels to 50% between 2 and 10 minutes. Put the most important parts of the message at the very beginning.
- 14. How to maximisestudent learning? • Talking heads edited with slides are more engaging than slides alone. • Requires post-production editing (unless players allow simultaneous view) ‼ Classroom lecture recordings require preproduction and planning in order to be engaging
- 15. How to maximisestudent learning? • Videos with a more personal feel are more engaging. • Record in an informal setting ‼ High production values do not pay off, but it is important to apply the “laws” of good quality media production, e.g. eye contact, good audio, clear graphs, readable text… Ambiguous effect of production values…
- 16. How to maximisestudent learning? • Candid drawing (“Khan Academy Style”) is more engaging than PowerPoint slides or screencasts. • Continuous speaking, motion and visual flow engage the learning. ‼ More pre-production planning needed, does not suit all instructors (clear handwriting, good drawing skills, careful layout planning, good presentation skills, good voice technique, prepared narrative…)
- 17. How to maximisestudent learning? • Quality of the teacher as an “actor” is important: enthusiastic delivery, relating to personal experiences, humour, create suspense etc. is more engaging. ‼ Speed up text, edit out pauses and filler words in post-production can help.
- 18. Prejudices • Are studentswatching your videos?
- 19. Prejudices • Are studentswatching your videos? – Do they, yes or no? – Preference for text materials – Video is boring – If the video is not well made, they won’t look – Is it worth all the trouble?
- 20. Prejudices • Are studentswatching your videos? • Is video difficult to produce?
- 21. Prejudices • Are studentswatching your videos? • Is video difficult to produce? • Is video expensive?
- 22. Interface: the playerside • Navigate – Play, pause, stop – Volume control – Full screen play out – Increase/decrease speed – Current time/total time of video – Progress bar – Navigation by keyboard • Captions – Subtitle options
- 24. Interface • Download, viewoff-line, watch on youtube • Full screen mode, adjust video quality • Interaction with(in) video is important – In-video activity (e.g. quiz) – Edit, segment, extract (A/V) – Annotate – Tag – Quiz – Assessment – Statistics – Search in video, in supplementary materials
- 25. Interface • Search insidevideo, inside transcript, inside presentation • Supplement – Presentation slides – Related document – Transcript of video – Language selection • Secondary screen integration
- 26. Interface • Favorites, addto watch later, personal playlist, tag, annotate, • Social functionalities – Share – Recommend – Annotate – Like etc... • Support: browser issues, player issues
- 27. All originally createdmaterials are de facto copyrighted If you want to share as an Open Education Resource or under a CC license, this has to be explicitly declared. • Warning: the newly composed work inherits the underlying rights of its components. • Note: international context of the newly composed work possible discrepancies with your own (national) legislation. CC version 4.0 Intellectual property aspects (add’l)
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