video roadshop 2007, au c. brabrand: "video i undervisning"jun 07, 2007 on the use of...

Video Roadshop 2007, AU C. Brabrand: "Video i Undervisning" JUN 07, 2007

On the Use of Video and Humour in Teaching

Claus BrabrandDAIMI, Dept. of Computer Science

University of Aarhus, Denmark

[ [email protected] ]

[ http://www.daimi.au.dk/~brabrand/ ]

[ 2 ]Video Roadshop 2007, AU C. Brabrand: "Video i Undervisning" JUN 07, 2007

Outline

Introduction My experiences and advantages of video

Key: Humour EDUtainment vs. eduTAINMENT?

NB: Language for film/video Interpretation of your 'message'

Advice: Getting started Quick animations in powerpoint

Q'n'A Questions (...and possibly even answers :)

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My Experiences with Video2000

2001

Video Streamed Presentation (72')Microsoft Research, Redmond, WA

Video Streamed Presentation (62')IBM Research, New York, NY


My Experiences with Video (II)2006

2006

Subtitling Video Sequence (4'09")"Monty Python & The Holy Grail" (Sc.5: "The Witch")

Short-film (18'45")"Teaching Teaching & Understanding Understanding"


Advantages of Video

Advantages of video (for teaching/learning): Synthesize "reality" in front of spectator (learner):

First-hand experience!(vs. second-hand / indirect experience)


Outline






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"An Elephant is Soft & Mushy"


Are we talking about the same thing!?!

Solution: Humour 1) Exaggerate points (variation from norm) focus 2) Create constrasts (invariation, variation) focus

Perspective?

TEACHER'sperspective (x-y-z)

LEARNER A'sperspective (x-y)

LEARNER B'sperspective (y-z)


Humour 1: exaggerate point

Biggs' concept of a "level 1 teacher" Teacher: students are either good or bad

concern: 'what students are' (exam = 'sort good from bad')

((( 2-2 ))) ((( 2-3 ))) ((( 2-4 ))) ((( 2-5 )))

((( 2-6 ))) ((( 2-7 ))) ((( 2-9 ))) ((( 2-10 )))

[ 5:00 – 6:15 ]Timecode for film:[ http://www.daimi.au.dk/~brabrand/short-film/ ]



'Transmission is dead': Knowledge is actively constructed;

...not 'transmitted' from teacher to a (passive) student

((( 3-8a ))) ((( 3-8b ))) ((( 3-8c ))) ((( 3-8e )))

[ 10:30 – 11:00 ]



In using teaching 'tips'n'tricks': When talking about activating & engagning students:

Careful: entertaining students student learning

((( 2-16 ))) ((( 2-18a ))) ((( 2-18b ))) ((( 2-19 )))

[ 7:05 – 7:38 ]


Humour 2: create contrast

Different activity (SOLO levels): Susan: relating (SOLO 4) Robert: memorizing (SOLO 2)

((( 3-13 ))) ((( 3-14a ))) ((( 3-14b )))

((( 3-15 ))) ((( 3-16a ))) ((( 3-16b )))

"Excuse me;isn't this the same as last

week, except for ...?"

"Wait..; is that a colon or semi-colon?"

[ 14:00 – 14:30 ]



Attention during lecture: Susan: actively engaged (structured notetaking) Robert: disengaged (doing other stuff)

((( 1-1 ))) ((( 1-2 ))) ((( 1-6a )))

((( 1-8a ))) ((( 1-8c ))) ((( 1-13 )))

[ 3:28 – 4:00 ]



Biggs' "Susan & Robert": Susan's goal: to reach understanding (at uni to learn) Robert's goal: pass exams, get degree, get job (not learn)

((( 1-1 ))) ((( 1-2 ))) ((( 1-4 ))) ((( 1-6b )))

((( 1-8a ))) ((( 1-8c ))) ((( 1-10 ))) ((( 1-15b )))

[ 0:40 – 3:20 ]


Logic Programming

Why this clip? (besides teaching 'Prolog'): Humour 1 (exaggerate point):

semantic meaning absurd (while syntactic deduction okay)

Humour 2 (create contrast): independence of syntax and semantics:

- syntax: perfectly sensible

- semantics: absurd nonsense [ 1:16 – 2:48 ]


Outline






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Language for film/video

Example: "Lord of The Rings":

Hobbits always filmed travelling 'left right': interpreted as 'west east' (as in Shire Mordor)

Reversing filming direction (180°): interpreted as going back again


Example: Time-lapse (pause)

Time-lapse (pause):

Increase effect length:

effect:"fade-to-black / fade-from-black"

longer break

+2 frames (1/12 sec)!


More conventions

Hypothetical / future:

Thinking:

acting: looking upwith pen in mouth

audio: ecco-effectgraphics: 'think bubbles'

graphics: clouds graphics: clouds


Outline






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Animations in Powerpoint

((( 3-13 ))) ((( 4-4 ))) ((( 4-7 )))

((( 1-24 ))) ((( 3-4 ))) ((( 3-12 )))


Teacher’sintention

Student’sactivity

Exam’sassessment

e.g.- explain- relate- prove- apply

e.g.- memorize- describe

UNALIGNED COURSE

e.g.- memorize- describe

"Dealing with the test"


Outline






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Thank you!

Questions?

[ http://www.daimi.au.dk/~brabrand/short-film/ ]


Bonus Slides


Production

Manuscript (fall 2005 -- june 22, 2006) Casting Planning (incl. location-spotting) Filming (incl. audio, graphics, ...) Editing

manuscript (15-22/6)casting (29/6)

filming/audio/graphics (11-22/8)

rough editing (17-23/8)

planning/location-spotting (9-10/8)

june august september october

released (26/10)

biggs correction+epilogue (20/10)editing/intro/outro (24/8-8/9)

vacation


Post Production

Award/press Translation Subtitles and DVD Menu (incl. epilogue) Graphic cover design DVD printing

november december

award/press (13-17/11)

translation: 7 lang's (15-27/11)

menu/subtitles (21/11-8/12)

cover/disc design (22/11-8/12)

printing (11-21/12)

advertizing

january

vacation


Communication (of Knowledge)

Speak-Listen:

Write-Read:

Personal

knowledge

Official

knowledge

Personal

knowledge

OfficializationOfficialization

Per

sona

lizat

ion

Personalknowledge

Official

knowledge

Per

sona

lizat

ion

tion

Personal

knowledge

OfficializaOfficializa


Personal vs. Official Knowledge

Personal knowledge: "connaissance" (french) individual informal implicit subjective (can be) unstable (wrt.) specific situations

Official knowledge: "savoir" (french) shared formal explicit objective stable (esp. natural science) general

Two processes (opposite directions):

Personalknowledge

Officialknowledge

Officialization

Personalization


The Monty Python Reasoning:

"Axioms" (aka. "Facts"):

"Rules":

female(girl). %- by observation -----

floats(duck). %- King Arthur -----

sameweight(girl,duck). %- by experiment -----

witch(X) :- burns(X) , female(X).

burns(X) :- wooden(X).

wooden(X) :- floats(X).

floats(X) :- sameweight(X,Y) , floats(Y).


Basis for subsequent teaching

Inductive reasoning:

Deductive reasoning:

vs.

video roadshop 2007, au c. brabrand: "video i undervisning"jun 07, 2007 on the use of...

Documents

video roadshop

use of video

advantages of video

subtitling video sequence

wa video streamed presentation

ny slide

humour edutainment

indirect experience