lights camera action orlando - october 2015 -slide upload
TRANSCRIPT
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lights, camera, ACTION!engaging videos for teaching and learning
https://flic.kr/p/cx9M6s
@UFTawnya
tawnyameans
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background
video development pedagogical support faculty development technology integration instructional and
graphic design course management
system support
http://warrington.ufl.edu/centers/ctla/
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why use video?
introduce students to a courses 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
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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
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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
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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.
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combine content and activity
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before and after design and coaching
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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.
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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
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2. camera (content)
keep it short make it interesting keep it focused make it varied
https://flic.kr/p/CoGXH
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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
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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.
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variety
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how will you change how you organizeyour course?
https://flic.kr/p/7YNd6k
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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.
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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
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choice and variety
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integration
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how will you incorporate choice andvariety in your videos?
https://flic.kr/p/q2nee
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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
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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
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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 mesome students have reluctantly
admitted that they actually learned something from the videos and it helped them prepare for the exams
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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, PhDDirector, Center for Teaching, Learning & AssessmentWarrington College of Business Administration
[email protected]@UFTawnya
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and now for the shorts Q&A
Sarah Bleakney | Staci Graff | Megan Leroy
lights, camera, ACTION!backgroundwhy use video?1. lights (preparation)video typesconversational style increases engagementSlide Number 7combine content and activitybefore and after design and coachingsoftware and hardwarehow will you change how you prepare for an online course?2. camera (content)habituationlengthvarietySlide Number 16how will you change how you organize your course?3. ACTION (student activity)provide alternativeschoice and varietyintegrationSlide Number 22how will you incorporate choice and variety in your videos?benefitslessons learnedfeedbackSlide Number 27Slide Number 28and now for the shorts Q&A