designing and producing moocs -...
TRANSCRIPT
Designing and producing MOOCs:Part I (Videos)
Carlos Alario-Hoyos, Carlos Delgado KloosUniversidad Carlos III de Madrid@calahoy, @cdkloos
UNESCO Chair on
Scalable Digital Education for All
Spain
United Nations
Educational, Scientific andCultural Organization
Contents1. Best practices in video production
2. Phases of video production
3. Speaking in front of the camera
4. Copyright issues
1. Best Practicesin Video Production
Is it Necessary to Record this Video?
• Cost of production and maintenance• Evolution/adaptation over time• Cost of correcting errors• Text error vs. Speech error
Common errors1. It is not a blockbuster• The message matters much…• …and the resources that support the message
2. Do not record an entire class in the classroom• It is difficult to maintain attention for a long time• But it is not about “splitting” the class in several videos
First General Recommendations
1. Some equipment is required• Take special care with audio
2. Video pills of 3-7 minutes• Learners watch more time with short videos
http://blog.edx.org/optimal-video-length-student-engagement
edX: Recommended Video Time
http://chili.epfl.ch/page-92267-en.html
EPFL: Keeping Attentionwith Animations or Pointers
Video Types
Person with Blackboard
Person with Experiment
Dialog among People
Person with Images
Person with PPT
PPT with Person
Prezi with Person & Annotations
Person withHTML+JS (Switchable to Web Page)
Writing on Desk
Experiments on Desk
Hand & Pointer over PPT on Paper
Writing & Images
Image Sequences
Writing on Tablet
Writing on Tablet with Images
Writing over PPT (with Animations)
Program on Screen
Writing, Images & Apps
Video Types
Multimedia Learning• Richard E. Mayer:
"Multimedia Learning",Cambridge Univ Press2009
Mayer: Multimedia Learning
Multimedia Learning• People learn better from words and pictures
than from words alone• People learn better from animation and narration
than from animation and on-screen text.• Provide the multimedia lessons in smaller learner-paced
segments rather than as a continuous unit.• Eliminate redundant information• Place corresponding words and pictures near each other• People learn better when corresponding words and pictures
are presented simultaneously rather than successively.• People learn better when extraneous words, pictures, and
sounds are excluded rather than included
1. Multimedia
good
bad
2. Redundancy
good
bad badbad bad
3. Temporal Contiguity
good
bad
4. Interactivity
5. Personalization
conver-sational
formal
6. Modality
good
bad bad
7. Spatial Contiguity
good
bad
8. Coherence
9. Signaling
HIGHlow
10. Individual Differences
What Format should I Choose?• Theory or practice?
What Format should I Choose?• Monologue or conversation?
What Format should I Choose?• The power of interviews with experts
What Format should I Choose?• Indoors or outdoors?• Classroom or recording studio?
Video Content
• Original• Imaginative• Shocking• Worth remembering• Explain complex concepts
in a simple way• Use real-world objects
Video Content
• Start with “misconceptions”• Use demonstrations
https://youtu.be/jeo1R9LskHU
https://youtu.be/54VrCrWqaPU
Video Format
• No need to always see the teacher• In Khan Academy the teacher never appears (only contents)
• Appropriate format (and environment) for each content• Include animations and illustrative pictures
2. Phases ofVideo Production
Pre-production(Planning)
Production(Recording)
Post-production(Editing)
Pre-Production (Planning)• Choice of video type• Choice of location• Choice of accompanying visuals and sounds
Good planning prevents rocketing production costs!
Pre-Production (Planning)• Script• From ideas to a document
• Empowers teacher when recording the video• Can be used with teleprompter• Facilitates the generation of subtitles (closed captions)
• Two columns:• Audio: Full text to be recorded by the teacher• Visual: Shots and instructions for editing
Pre-Production (Planning)• More on the script• One or two concepts per video
• Quality vs. Quantity• Atomic and self-contained
• Put yourself in the student's shoes• Try not to take things for granted• Create a story (storyline)• Pay attention to transitions and topic changes• Write, read, review, rehearse ...
Production (Recording)• The audio is more important than the image• Bad audio quality is annoying and makes lose focus• Avoid the laptop microphone
Production (Recording): Audio
youtu.be/3Y8xtf_nvUg
Production (Recording)• In the recording studio • Lights • Green screen• Teleprompter
• Spontaneity vs. Efficiency • Interrotron
Production (Recording): Lights
youtu.be/LX066IHgZEM
Production (Recording)• Some good practices • Avoid temporary references• Avoid cross-references• Beware of “local” cultural references• Beware of the “local” terms• No need to record videos in their final order
Post-Production (Editing)1. Combine the different shots2. Mixing sound3. Adding labels and animations4. Exporting in appropriate format (e.g., MP4)5. Publishing to YouTube6. Uploading the URL to the platform
• Iterative process with the teacher• It can be long and sometimes painful
Post-Production (Editing)• Software:• Videos:
• Adobe Premier,• After Effects• Camtasia• …
• Audio• Adobe Premier• Audacity• …
Subtitles (Closed Captions)• Students with hearing impairment (accessibility)• Non-native students in the course language
3. Speakingin Front of the Camera
From the “Theatre” To the “Cinema”• From large spaces (classroom)• From moving
around the classroom• From talking to an audience• From having feedback
from learners in situ• From explaining concepts
in a long period of time
• To small spaces (recording studio) • To a static position
in front of the camera• To talking to a camera• To lose direct contact
with the learner• To creating short video pills
Some first Recommendations• Saving words
• Avoid saying "good morning", "good afternoon"...• Avoid personal presentations (use of labels)
• Shots• Usually medium shot (waist up)• Close up just to exaggerate something.
• Establish a personal relationship with the learner• You are talking to one learner. You are looking at one learner.
You are motivating one learner.• Engaging from the beginning and finishing with the feeling
that you want to see the learner again.
Voice• Heat up
• Vocal chords• Breathing
• Syllabicate• Improves understanding• Transmits tranquility
• Strategic pauses• Emphasize important ideas with gestures
Clothing• With green screen avoid:
• Green color• Very thin vertical stripes
• Background / slides• Black background, light clothing• White background, dark clothing
• Very white clothing may reflect lighting• Be comfortable• You can create a character
Body Energy• Relax facial muscles• The importance of gestures
• Smiling implies nice, close attitude• Frowning involves worry, impatience• Excessive gesticulation can lead to distraction
Emotional Energy• Believe in what you are talking about
• Add you own personal touch
• Permanent visual contact with the student• Emotional bond with the learner
Attitude in Front of the Camera• Self-confidence
• Not swinging• Suitable intonation and speed
• Control• Know at any moment what is on the video
• Spontaneity• But practice and repeat
Personalities in Front of the Camera
- The one that shows
- The one that actually has
- The one (s)he believes that has
I do not like being on camera. I look bad in the videos.
I am not afraid of the camera. I have taught many classes like this
I am good at teaching, And I’m good at teaching in videos.
Every person has three personalities
Choose your Best Personality
LOSE YOUR FEAR to be on camera.
EXPOSE YOURSELF to experts and peers
STRENGTHS AND WEAKNESSES
Find strengths and weaknesses after being on
camera.
IMPROVEWork to solve your
problems.
PRACTICERepeat the process to do
it better
4. Copyright Issues
Copyright• Not everything on the Internet is free to use• Most contents (images, videos ...) are protected by
copyright
• Three types of content1. Content with copyright2. Content with “open licenses” 3. Public domain content
1. Content with Copyright• Material with exploitation rights • There is a rights holder• All rights are reserved • Cannot be reused without permission• You could ask the holder for permission• Sometimes full or restricted permission is granted
2. Content with “Open” Licenses• Material with exploitation rights • There is a right holder• Permission to reuse is granted in advance• Respect the conditions of the license• Cite the author and the source
Example: Creative Commons
3. Public Domain Content• Material without copyright• Because it never had it• Because it expired
• We can use it freely• No need to quote author and source• Respect moral rights of the work
What if we do not Have the Information?
• Avoid using the contentbecause it is probably copyrighted• Look for something similar
that serves to the same purpose
Creative Commons• Most popular open licenses• Four elements:• BY: recognition of
author and source• NC: non-commercial use only• ND: no derivative works allowed• SA: derivate work allowed,
but under the same license
https://youtu.be/AeTlXtEOplA
Creative Commons• Six CC licenses
• + CCO (public domain)
• Copyright• Restrictive CC licenses• Open CC licenses and CCO
Creative Commons in MOOCs
• As users of third-party content• Use and attribution (title, author, source and license)
• As authors• Decide which license applies (e.g., BY-NC-SA)
A MOOC has its own global license,but we can indicate that
some content has a more restrictive license
Creative Commons in MOOCs
• Compatibility table
CC BY: Kennisland https://wiki.creativecommons.org/File:CC_License_Compatibility_Chart.png
Best Practices for Reusing Content
• Detecting: • Reverse Internet search (images, book pages)
• (If CC) Take note:• Author, title, source, and license
• (If not CC) Clean:• Redo diagrams, graphics and images• Rewrite text• Replace with equivalent “open” content• Ask for permission to author or publisher
* Right to Quote• “It shall be permissible to make quotations ... provided that
their making is compatible with fair practice, and their extent does not exceed that justified by the purpose”• Use of fragments of copyrighted materials for
educational purposes• Images, videos, sounds…• The extent of the fragment is not specified• “Fair practice is not defined”• Conflicts with national legislations
And the MOOC is global!
* Other Solutions• We can add a link to copyrighted content from
our MOOC (if available on the Internet)
• We can delegate the search for copyrighted materials to learners (books, articles, films ...)
Where to Find “Open” Content? • OpenCourseWare
• UC3M: http://ocw.uc3m.es/
• Creative Commons searcher• https://search.creativecommons.org/
• Pixabay• https://pixabay.com/
• Flickr with Creative Commons• https://www.flickr.com/creativecommons/
• …
Group ActivityDiscuss the top ten best practices
for the production of educational videos in groups of 4-5
Recap• Duration between 3 and 7 minutes• Each video has to be self-contained • Take care of audio quality• Work the script and share it with the technical team• Engage with the student through the eyes• Communicate with passion• Take care for clothing and staging• Use humor, gestures, and images to highlight key concepts• Practice and repeat until satisfied with the result• Take into account the copyright licenses of the materials used
Designing and Producing MOOCs:Part I (Videos)
Carlos Alario-Hoyos, Carlos Delgado KloosUniversidad Carlos III de Madrid@calahoy, @cdkloos
UNESCO Chair on
Scalable Digital Education for All
Spain
United Nations
Educational, Scientific andCultural Organization