lights, camera, ACTION!engaging videos for teaching and learning

https://flic.kr/p/cx9M6s

@UFTawnya

tawnyameans

background

video development pedagogical support faculty development technology integration instructional and

graphic design course management

system support

http://warrington.ufl.edu/centers/ctla/

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

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

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

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.

combine content and activity

before and after design and coaching

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.

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

2. camera (content)

keep it short make it interesting keep it focused make it varied

https://flic.kr/p/CoGXH

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

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.

variety

how will you change how you organizeyour course?

https://flic.kr/p/7YNd6k

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.

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

choice and variety

integration

how will you incorporate choice andvariety in your videos?

https://flic.kr/p/q2nee

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

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

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

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

tawnya.means@ufl.edu@UFTawnya

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