Mathy Vanbuel - EMMA webinar: Capturing and delivering effective video as part of your MOOC

Choosing to implement video in your

MOOC – what are the options?

Mathy Vanbuel, ATiT

Video is popular as a teaching tool:

• Container of large amounts of content

• Self paced, self-regulated and independent learning

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: archives, 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)

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)

When to use video?

• 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)

When to use video?

• 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)

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.


• 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


• 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…


• 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…)


• 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.

Prejudices

• Are students watching your videos?

Prejudices


– 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?

Prejudices


• Is video difficult to produce?

Prejudices


• Is video difficult to produce?

• Is video expensive?

Interface: the player side

• 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?