Research revealed; using academic video to impact blended teaching and learning
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Online Educa Pre-Conference Workshop - November 30th 2016 - Berlin Research findings show perspectives on lecturers making videos of their teaching and the stages they and organisations go through. Student preference for recorded lectures will be examined along with their experiences of participating in more interactive classes. Understand the challenges facing educators when using video in their teaching and using technology in class to support learning. Consequences and repercussions for educational organisations moving into blended learning are discussed. How video is being used in higher education. Steps an organisation goes through when including more video in blended format. Consequences (teachers/students/org.) of moving into a blended format. The impact of teaching ‘through’ video and the impact on the relationship between the educator and their students, and their own role as an educator.
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Research revealed; using academic video to impact blended teaching and learning
- 1. Research Revealed: Using Academic Video to Impact Blended Teaching and Learning Zac.Woolfitt@inholland.nl & Tom.Visscher@Inholland.nl Inholland University of Applied Sciences Online Educa Berlin Pre-Conference Workshop M2 – Status: Fully Booked November 30th, 2016 10.00-13.00 Room: Köpenick II/III
- 2. 1989 2003 2010 2013 Tourism Professional Tourism Lecturer Video Teacher Researcher 2016
- 3. 1982 2010 Teacher Geography ICT & Education Video Consultant 20161986
- 5. © Adam Woolfitt 1980
- 6. Workshop Agenda 6 1. Context 2. Teaching and Learning 3. Video in Education 4. Discussion (break) 5. Lets make a video 6. Reflect & Discuss 7. Wrap up & Q’s 8. Closing
- 7. 7 Context
- 8. XXX • xxx
- 10. VUCA
- 12. Technology
- 17. Which artist?
- 19. Busy & Alone Alone Together - Sherry Turkle Tony Crabbe - Busy
- 22. MOOCs TU Delft 1 million Oxford MOOC
- 24. Blockchain Blockchain in higher education
- 31. Digital Study Trends 2016 2016 Digital Study Trends Survey
- 33. Teaching in a digital age Bates (2015) Interview with Tony Bates
- 35. Nynke Bos - Blended Learning Blending
- 36. Flipping e-merge blended learning East Finland - Entire University 'Flip'
- 37. How blended? 0% blended 100% blended Coulddobetter…Doingagoodjob! Curriculum not blended Limited Lecturer experience Limited ‘vision’ Limited technology Curriculum blended Limited Lecturer experience Limited ‘vision’ Basic technology Curriculum blended Blended ‘vision’ Technology in place Lecturer proficiency Curriculum not blended Lecturer proficiency Blended ‘vision’ Technology potential ( + + ) ( - - )
- 39. How blended? 0% blended 100% blended Coulddobetter…Doingagoodjob! ( + + ) ( - - )
- 41. 1924 Didactic value of lantern slides and films (1924)
- 42. Teaching with sound films (1936) 1936
- 43. 360 Video 360 Video Workshop
- 44. Video Typologies TU Delft Video Formats (2015) Video in online learning (2015) Effective Video Use - Woolfitt (2015)
- 45. Video Teaching • Teaching content via video • Teacher has active role • Visible and audible • Recorded • Screen presence important element in didactic process Catching The Wave: Master Thesis (2014)
- 46. Simpler Technology Video Clip (You Tube) Webinar Live Lecture Capture Web lecture (studio) Instructional video Film/ Documentary Screen Cast Video Teaching: Complexity vs. lecturer visibility Virtual Classroom Woolfitt (2014) Transient (Lecturer not recorded) Skype/Face Time/ Google Hangouts Student generated video Low visibility of teacher High visibility of teacher Complexer Technology Lecturer Not Visible Lecturer Visible Permanent (Lecturer Recorded) Slide Cast (audio)
- 47. 47
- 52. ‘The transition to another sort of education – solving problems in teams and a teacher who is more of a guide than a ‘lecturer’– puts other requirements on the teacher, building and facilities and [the university] has not done this adequately’. Lower rankings? Choice Guide (2016)
- 54. 0 10 20 30 40 50 60 70 80 90 I found the web lectures boring Watching the web lectures helped me pass the project It was helpful to discuss web lectures in class with others I prepared my specific web lectures in advance Watching the web lectures helped me pass Case exam The web lectures motivated me on the course I felt personally addressed by the lecturer in Web lectures. Web lectures clarified questions I had about the course Watching the web lectures helped me study to pass the knowledge exam Watching the web lectures increased my productivity Watching web lectures suits my preferred learning style The web lectures made me more involved in the course I used the web lectures to help me study more quickly Watching the web lectures improved my study results The web lectures were the right length (minutes) I like using web lectures to study Watching the web lectures made studying easier I found it easy to navigate through the web lectures Using web lectures on the course is a good idea Inholland Tourism Course- Student opinion on web lectures over 3 semesters (N=82) Positive Neutral Negative
- 55. 0 10 20 30 40 50 60 70 80 90 I found the web lectures boring Watching the web lectures helped me pass the project It was helpful to discuss web lectures in class with others I prepared my specific web lectures in advance Watching the web lectures helped me pass Case exam The web lectures motivated me on the course I felt personally addressed by the lecturer in Web lectures. Web lectures clarified questions I had about the course Watching the web lectures helped me study to pass the knowledge exam Watching the web lectures increased my productivity Watching web lectures suits my preferred learning style The web lectures made me more involved in the course I used the web lectures to help me study more quickly Watching the web lectures improved my study results The web lectures were the right length (minutes) I like using web lectures to study Watching the web lectures made studying easier I found it easy to navigate through the web lectures Using web lectures on the course is a good idea Inholland Tourism Course- Student opinion on web lectures over 3 semesters (N=82) Positive Neutral Negative Using web lectures on the course is a good idea
- 56. 0 10 20 30 40 50 60 70 80 90 I found the web lectures boring Watching the web lectures helped me pass the project It was helpful to discuss web lectures in class with others I prepared my specific web lectures in advance Watching the web lectures helped me pass Case exam The web lectures motivated me on the course I felt personally addressed by the lecturer in Web lectures. Web lectures clarified questions I had about the course Watching the web lectures helped me study to pass the knowledge exam Watching the web lectures increased my productivity Watching web lectures suits my preferred learning style The web lectures made me more involved in the course I used the web lectures to help me study more quickly Watching the web lectures improved my study results The web lectures were the right length (minutes) I like using web lectures to study Watching the web lectures made studying easier I found it easy to navigate through the web lectures Using web lectures on the course is a good idea Inholland Tourism Course- Student opinion on web lectures over 3 semesters (N=82) Positive Neutral Negative I like using web lectures to study
- 57. 0 10 20 30 40 50 60 70 80 90 I found the web lectures boring Watching the web lectures helped me pass the project It was helpful to discuss web lectures in class with others I prepared my specific web lectures in advance Watching the web lectures helped me pass Case exam The web lectures motivated me on the course I felt personally addressed by the lecturer in Web lectures. Web lectures clarified questions I had about the course Watching the web lectures helped me study to pass the knowledge exam Watching the web lectures increased my productivity Watching web lectures suits my preferred learning style The web lectures made me more involved in the course I used the web lectures to help me study more quickly Watching the web lectures improved my study results The web lectures were the right length (minutes) I like using web lectures to study Watching the web lectures made studying easier I found it easy to navigate through the web lectures Using web lectures on the course is a good idea Inholland Tourism Course- Student opinion on web lectures over 3 semesters (N=82) Positive Neutral Negative Watching web lectures increased my productivity
- 58. 0 10 20 30 40 50 60 70 80 90 I found the web lectures boring Watching the web lectures helped me pass the project It was helpful to discuss web lectures in class with others I prepared my specific web lectures in advance Watching the web lectures helped me pass Case exam The web lectures motivated me on the course I felt personally addressed by the lecturer in Web lectures. Web lectures clarified questions I had about the course Watching the web lectures helped me study to pass the knowledge exam Watching the web lectures increased my productivity Watching web lectures suits my preferred learning style The web lectures made me more involved in the course I used the web lectures to help me study more quickly Watching the web lectures improved my study results The web lectures were the right length (minutes) I like using web lectures to study Watching the web lectures made studying easier I found it easy to navigate through the web lectures Using web lectures on the course is a good idea Inholland Tourism Course- Student opinion on web lectures over 3 semesters (N=82) Positive Neutral Negative It was helpful to discuss web lectures in class with others
- 59. 0 10 20 30 40 50 60 70 80 90 I found the web lectures boring Watching the web lectures helped me pass the project It was helpful to discuss web lectures in class with others I prepared my specific web lectures in advance Watching the web lectures helped me pass Case exam The web lectures motivated me on the course I felt personally addressed by the lecturer in Web lectures. Web lectures clarified questions I had about the course Watching the web lectures helped me study to pass the knowledge exam Watching the web lectures increased my productivity Watching web lectures suits my preferred learning style The web lectures made me more involved in the course I used the web lectures to help me study more quickly Watching the web lectures improved my study results The web lectures were the right length (minutes) I like using web lectures to study Watching the web lectures made studying easier I found it easy to navigate through the web lectures Using web lectures on the course is a good idea Inholland Tourism Course- Student opinion on web lectures over 3 semesters (N=82) Positive Neutral Negative I found the web lectures boring
- 60. 0 10 20 30 40 50 60 70 80 90 I found the web lectures boring Watching the web lectures helped me pass the project It was helpful to discuss web lectures in class with others I prepared my specific web lectures in advance Watching the web lectures helped me pass Case exam The web lectures motivated me on the course I felt personally addressed by the lecturer in Web lectures. Web lectures clarified questions I had about the course Watching the web lectures helped me study to pass the knowledge exam Watching the web lectures increased my productivity Watching web lectures suits my preferred learning style The web lectures made me more involved in the course I used the web lectures to help me study more quickly Watching the web lectures improved my study results The web lectures were the right length (minutes) I like using web lectures to study Watching the web lectures made studying easier I found it easy to navigate through the web lectures Using web lectures on the course is a good idea Inholland Tourism Course- Student opinion on web lectures over 3 semesters (N=82) Positive Neutral Negative However, see... Kirschner & van Merriënboer (2013) But…
- 61. 61 3 points…
- 63. Five steps 1. Select your three points of interest 2. Jot down key ideas 3. Video each other with your phones (60-90 secs.) 4. Watch and reflect 5. https://padlet.com/zac_woolfitt/OEB
- 65. The next steps Using ideas from today list 3 to 5 concrete steps your organisation can take to move to the next space in the educational landscape
- 66. 66 Wrap up & Q’s
- 68. © Adam Woolfitt 1980
- 69. Workshop Objectives 69 Place your organisation in curve of technology development Develop set of tools to plan for next stages of organisational development using video Understand impact of blended learning with video on role of educator Develop ideas to create interactive (blended) educational courses with video
- 70. How did we do..?
- 71. 71 Thank you!
Editor's Notes
- Pre-Conference Workshop M2 Research Revealed: Using Academic Video to Impact Blended Teaching and Learning Date Wednesday, Nov 30 Time 10:00 – 13:00 Room Köpenick II/III Price: 95.00 € Status: fully booked
- My background. Thank you! How do we administer this? Changes in Students Changes in Teaching Changes in Higher Education Education & Technology Teaching & Learning Trend or Hype? Professional career in tourism in the US, Canada and The Netherlands Since 2003 a lecturer at Inholland Since 2010 actively recording my teaching on video in various formats Since 2013 a researcher into use of video in Higher Education Thats me taking a dive this summer in France.
- Intro, Goals & Format Context – Technology, Social, Education, Orgnaisation, Teaching, Student Theory (constructivism, Laurillard) Blended Learning Video Technology and Didactic Steps to ‘Video Teaching’ Consequences of Flipping and Blending Effective use of video in higher education Interactive Intro Welcome Goals Structure Context & Goals Technology and Didactic Steps to ‘Video Teaching’ Consequences of Flipping and Blending Effective use of video in higher education Interactive
- Technology Social Education Organisation Teaching Student
- Present and discuss session Een ‘present and discuss session’ met allereerst een presentatie over een aanpak met 'flipping the classroom' uit Finland. Presentatie te vinden op www.urly.fi/Hep want het lokaal liet niet toe dat de presentatie goed te volgen was. Inzet is dat iedereen in de universiteit gaat werken met 'flipping the classroom' en ze zijn gestart met ruim 40 docenten. Basisidee: alle hoorcolleges en andere vormen van instructie online zodat die vooraf door de studenten zelfstandig bestudeerd kunnen worden. In de contactmomenten alleen nog discussie, ondersteuning op maat en leren toepassen van kennis in de praktijk. Uit de eerste resultaten blijkt dat studenten redelijk positief zijn over deze aanpak, maar dat nog veel kansen blijven liggen, zoals samenwerkend leren in de voorbereiding en kritisch reflecteren op de inhoud tijdens contactmomenten. Veel resultaten moeten nog volgen uit hun onderzoek. Daaruit moet ook blijken hoe groot de invloed is van de teacher op de resultaten van deze aanpak. Interessant is wel dat als je dit voorschrijft als aanpak voor de hele universiteit, de kans groter wordt dat deze aanpak door de studenten als normaal wordt ervaren en zij zich erop in gaan stellen.
- What are the criteria that need to be in place for a successfully designed and implemented blended curriculum Curriculum Technology Visiion Lecturer Experience, openeness, expertise.
- What are the criteria that need to be in place for a successfully designed and implemented blended curriculum Curriculum Technology Visiion Lecturer Experience, openeness, expertise.
- The widely spread popularity of projections on the screen, their significance in broadening mental life and, especially, in prompting the physical development of the masses and in stimulating scientific research have naturally paved the way for their adoption for teaching purposes. THE DIDACTIC VALUE OF LANTERN SLIDES AND FILMS Authors G. RÉVÉSZ, J. F. HAZEWINKEL First published: October 1924Full publication history DOI: 10.1111/j.2044-8295.1924.tb00174.x
- There are many different ways that video is used in education, different formats, contexts and goals. This scheme is a first attempt to arrange the different types of video based on these criteria. The model is in development and you may consider some categories should be in different places. Please give me feedback or comments in the questions!
- Explain R&C Experiment Create space What to do next
- If we look at the curriculum development process, then it did not all happne in one go. It happened over several semesters and went through several stages. At the end of each course, feedback is given and adjustments are made. The second version of the course is currently taking place. Students will give feedback at the end of the semester and we will collect more data. So, that was an example that I wanted to share with you of current practice, and some of the things I’ve discovered along the way. What works, and what to change to improve things.
- 15tgh November – www.keuzegids.nl Education innovation has not had totally positive effect. One of Nl top universtities dropped dramatically on the rankings. Why? ‘The transition from to another sort of education – solving problems in teams and a teacher who is more of a guide than a ‘teller’ – puts other requirements on the teacher, building and facilities.’
- Make a list of 3 bullet points/subjects that are of interest/relevant to you regarding what has been discussed so far. Per point, make a short statement, observation, thought.
- Don’t get preoccupied with all technical deatails. Shoot and lets see what we get.
- Technical Quality: sound, lighting, visibility, environment, background (distracting) Content: what did you say, choosing right words, being concise. Pedagogical: clartiy of message, video persona, looking into lens? Video teaching? Metacognitive: How doyou feel when you see yourself digitalised and flattened to 2d List three things that are good. List one improvement point
- Don’t get preoccupied with all technical deatails. Shoot and lets see what we get.
- Intro, Goals & Format Context – Technology, Social, Education, Orgnaisation, Teaching, Student Theory (constructivism, Laurillard) Blended Learning Video Technology and Didactic Steps to ‘Video Teaching’ Consequences of Flipping and Blending Effective use of video in higher education Interactive Intro Welcome Goals Structure Context & Goals Technology and Didactic Steps to ‘Video Teaching’ Consequences of Flipping and Blending Effective use of video in higher education Interactive