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Choosing to implement video in your
MOOC – what are the options?
Mathy Vanbuel, ATiT
EMMA Summer School
July, 2015
Ischia, Italy
Video is popular as 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.
Provider Perspective• Putting videos 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
Putting videos on EMMA
• Put videos on YouTube or Vimeo (account needed for YouTube, EMMA can provideaccess to Vimeo by v-app)
• Embed videos on EMMA in the appropriatespot
• Also learners can load videos (YouTube only) within their personal blog pages
Key question 1
What kind 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 like… (archival, Europeana…)
When to use video?
• As content container
When to use video?
• 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)
Introduce the Subject: Engage, Stimulate, Motivate
Hook/Stimulus clips• Shock/surprise/delight• Creating a sense of
suspense/uncertainty• Posing a problem or issue
Signpost videosIntroduction to the topic• To provide focus or
rationale • To flag up what is coming
later
J. Koumi
Activity based: outcome directly related to the use of the video
Observing
• Videos with rich visual or audio content that learners could be asked to identify, spot, clips that facilitate close observation skills
Authoring
• Videos which enable students to re-purpose or edit the clip
J. Koumi
Affective Domain: Facilitate Empathy/Emotional Engagement
• Sensitise and Emotionalise:
– Clips that signal a change of mood, tempo or topic
– Highly emotional, charged clips (with a rationale)
– Stunning, wow factor clips (e.g. incredible landscapes or wildlife depictions)
J. Koumi
Cognitive Enablers: analysis, synthesis, interpretation
• Predict, observe, evaluate
• Compare and contrast
• Extrapolate and predict: what if…?
• Interpretation: what is this about?
J. Koumi
Visual and spatial: bringing visualisation into the learning
• Virtual field trips: in space and time
• Strong visual representation e.g. art works
• Instructional (illustrating a process)
• Dynamic phenomena
J. Koumi
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
How to maximise student 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.
How to maximise student 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
How to maximise student 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…
How to maximise student 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…)
How to maximise student learning?
• Quality of the teacher as an “actor” is important: enthusiastic delivery, relating to personal experiences, humour, create suspense etc. are more engaging.
‼ Speed up text, edit out pauses and filler words in post-production can help.
Are students watching your videos?
Are students watching 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?
Is video difficult to produce?
Is video expensive?
Features of video in MOOCs
• Content
• Interface: the player side
Interface
• 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
Interface
• Download, view off-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
Interface
• Search inside video, inside transcript, insidepresentation
• Supplement
– Presentation slides
– Related document
– Transcript of video
– Language selection
• Secondary screen integration
Interface
• Favorites, add to watch later, personal playlist, tag, annotate,
• Social functionalities
– Share
– Recommend
– Annotate
– Like etc...
• Support: browser issues, player issues
All originally created materials 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)
Questions?