Lights camera action orlando - october 2015 -slide upload
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Video affords a wide variety of options for enhancing teaching and learning. Explore options for developing and using videos in your classroom. Presented at Online Learning Consortium International Conference - October 2015 - Orlando, FL
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Lights camera action orlando - october 2015 -slide upload
- 1. lights, camera, ACTION!engaging videos for teaching and learning https://flic.kr/p/cx9M6s @UFTawnya tawnyameans
- 2. background • video development • pedagogical support • faculty development • technology integration • instructional and graphic design • course management system support http://warrington.ufl.edu/centers/ctla/
- 3. why use video? • introduce students to a course’s instructor • demonstrate how to navigate • highlight the content and purpose of a particular course • overview or provide focus for a particular learning module • explain how to complete a course-related activity • add graphics and animations to an audio description • provide fresh and timely updates to a course • connect personally to students • etc… https://flic.kr/p/x7hY5
- 4. 1. lights (preparation) • plan the framework: • read / watch / do • rinse, lather, repeat • plan for production: • select video types (studio, onsite, etc.) • activities (mix it up and allow for choices) • prepare and coach • software and hardware for video https://flic.kr/p/abP6fu
- 5. video types • Asynchronous primary content delivery • Lecture capture • Pre-recorded studio • Pre-recorded screen capture and tutorials • Synchronous primary content delivery • Telepresence robot • Live streaming (with chat) • Adobe Connect and Big Blue Button • Supplemental delivery • Interviews • On-site and field shoots • Exam review and office hours • Course and module introductions
- 6. conversational style increases engagement Guo, P. J., Kim, J., & Rubin, R. (2014). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. Atlanta, GA: Learning at Scale.
- 8. combine content and activity
- 9. before and after design and coaching
- 10. software and hardware • Mediasite • Analytics • Catalog, embed, Canvas integration • Storify • Camtasia • YouTube and Vimeo • Suitable Technologies BeamPro • Adobe Connect and Big Blue Button • Canvas Media recordings for feedback, announcements, etc.
- 11. how will you change how you prepare for an online course? Storyboard and scripting Camtasia screen capture for tutorials Informal and conversational style https://flic.kr/p/6Bf4Sd
- 12. 2. camera (content) • keep it short • make it interesting • keep it focused • make it varied https://flic.kr/p/CoGXH
- 13. habituation • we get used to what is going on around us and start to tune it out • our modern brains have increased their threshold • plan for a frequency of “cuts” • use short bits and make meaningful changes to activity level https://flic.kr/p/iLXwpc
- 14. length • optimal is 6-9 minutes (or shorter) • ~150 videos over 16 weeks • average 3 minutes each Guo, P. J., Kim, J., & Rubin, R. (2014). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. Atlanta, GA: Learning at Scale.
- 15. variety
- 17. how will you change how you organize your course? https://flic.kr/p/7YNd6k
- 18. 3. ACTION (student activity) • required for internalization of learning • goal is application • choice and variety • leverage multiple channels • video type variety • words and pictures foster meaningful learning • simultaneously reinforce each other • reduce cognitive load Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52.
- 19. provide alternatives • activity options • clear instructions • discussions 1 & 8 required, choose 2 from 2-7 • quizzes 1 & 8 required, choose 2 from 2-7 • assignments 1 & 8 required, choose 2 from 2-7 https://flic.kr/p/dh17LN
- 21. integration
- 23. how will you incorporate choice and variety in your videos? https://flic.kr/p/q2nee
- 24. benefits • bring to life dry concepts and make them real, tangible, and understandable • bring experts to the course on a more convenient schedule • deliver in-depth and focused instructions • wide ranging variety of course materials • personalize the learning experience • keep student attention • flexibility and choice • engage students • reusable
- 25. lessons learned • show examples to inspire others • easier to record shorter segments • take the time to do it right the first time • creativity and personality are appreciated • connect content from module to module/topic to topic • use an LMS transition to encourage enhanced video production • on location helps connect students to the university and the instructor • work with the video team to make design choices that speed up post- production
- 26. …it forced me to think about how my modules, with somewhat varied content at times, had a logical build, both internally and with other modules, and also encouraged me to think more about what the objectives of the modules were… feedback …making the videos around campus made me think even more of students as a part of our community… …regularly report feeling that they know me, without ever meeting me… …some students have reluctantly admitted that they actually learned something from the videos and it helped them prepare for the exams…
- 28. All Creative Commons licensed works used in this presentation are licensed for use and the legal code is at: http://creativecommons.org/licenses/by-sa/2.0/legalcode Tawnya Means, PhD Director, Center for Teaching, Learning & Assessment Warrington College of Business Administration tawnya.means@ufl.edu @UFTawnya
- 29. and now for the shorts… Q&A Sarah Bleakney | Staci Graff | Megan Leroy