PowerPoint Presentation

The Lock, Stock and Barrelof Videos for Online Learning:

Practical How Tos, Tips, and Research Evidence for the DIYerLena Paulo Kushnir, Ph.D., Kenneth Berry, MSc.,

1 Our Plan for today:Part 1. HOW TO EquipmentSet UpTime to Record and Edit

Part 2. TIPS

RecordingProduction

Part 3. DATA and FINDINGS

How muchHow long How hard What about all this: engages students impacts learning impacts social presence perceived authenticity What should videos include: video of instructor embedded resourcesother?? 2

Part 1. How To

EquipmentStudio in a Box

Camtasia Studio 8 (Screenflow)Computer to work with filesProcessing Power!!!

Back Up DriveSufficient storage for large videose.g., the videos that are recorded from the iPhone 4S are 1080p HD (1920 x 1080) video and up to 30 frames per second. = approx 180 MB/sec sweet spot; portability: we found that a 1TB (1024 GB) external hard drive was sufficient.

Processing Power:

A significant amount of processing power is needed. minimum specs for Camtasia Studio 8 (PC version) are:

Microsoft Windows XP, Windows Vista, Windows 7, or Windows 8

Dual-core processor minimum ~ Recommended: Quad-core processor or better

2 GB RAM minimum ~ Recommended: 4 GB or more (more is better)

2 GB of hard-disk space for program installation (500+ GB for video storage and manipulation)

Display dimensions of 1024x768 or greater Dedicated video card recommended with 128 MB video memory or greater.Set UpFind a quiet spot to set up your studio in boxDownload a sound meter app on your smartphone to measure this

Time to Record and EditLight editing (example, just recording, compressing, converting and posting with very little to no editing): 1 hour of lecture = up to 4 hours

Medium editing (example, same as above but with some editing, inserting embedded quizzes into video, and chunking video into segments): 1 hour of lecture = 7-12 hours (depending on how much quizzing and chunking)

Heavy editing (example, same as above but with lots of editing, panning in video, zooming and focusing on specific components rather than a whole screen of activity, stitching in other video clips, photos, voice overs, etc.): 1 hour of lecture = up to 25 hours (and possibly more depending on complexity of editing, skills, etc.)

too many individual differences; get to this shortlyTime to Record

Translates to costs $$$ ~ $25 - $30 per hour (if youre going to pay someone to do this for you)$5000 - $8000 for a 12 week course (dependent on many factors) Light editing: 1 hour of lecture = up to 4 hours

Medium editing : 1 hour of lecture = 7-12 hours (depending on how much quizzing and chunking)

Heavy editing : 1 hour of lecture = up to 25 hours (and possibly more depending on complexity of editing, skills, etc.)

6 lectures6 lecturesmean = 9.5 hoursmean = 27.5 hours1 @ 43.75other 5 mean = 20.5 hoursPart 2. TIPS

Recording

Get a special camera mount for iPhone or other smart device and tripod so that you can have stable videos.

Ensure your devices are fully charged and get additional batteries if necessary (use external power supply).

Put phone in airplane mode to avoid any incoming communication that may interrupt recording and also to conserve on battery usage.

If instructor is reading from a computer screen, reduce the brightness of the monitor so that it does not cast any unwanted light and/or shadow on the person being recorded (glare with glasses).

Videos should be recorded at highest quality as possible so that you have a good source .

Recording continued

Dont sit, stand as if teaching in front of class (especially important for typical lecture setting); animated and natural

Wardrobe (season neutral; make up; jewelry, etc.,)

Date, time and weather neutral (especially important for reusable objects)

Speak with deliberate pauses for editing

First couple of takes are always the best; generally become increasing unnatural as number of takes increasesInstructors have to get past how they look and sound (thats what students see/hear)

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Few more tipsProductionUse noise filtering on the videos to clean up the audio.Microphones matter!! Lots of options here; depends on your needsUse green screen post-production; graphic designUse blurring techniques (privacy), call outs (focus), etc.zooming post-production doesnt work very well (pros and cons of zooming at recording)We used WinFF to reduce/compress our videos from 1080p HD to 640 x 480, a size that was more than sufficient for web purposes. The videos will not only take up less space but also require less processing power.BandwithBe aware of bandwidth limitations when uploading videos to online servers such as Camtasia relay especially when doing this from home. Upload speeds are usually 25% of downloads speeds so uploading may be much slower than expected. The Camtasia relay client does not perform any processing or compression on the videos on the local computer So entire videos are uploaded to the server for processing. Also, uploading large videos consumes your monthly internet usage allowance based on the package that you have!!

Top three TIPS

Dont sit, stand as if teaching in front of class

Speak with deliberate pauses for editing (see following video for example, but not without problems!)

3. Computing: bandwidth, processing power and storage

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(no audio; watch for the fuzzy hair and mood change in the transition)1. Record video using iPhoneTypical workflow for us in TTS: 2. Transfer video from iPhone3. Compress video4. Import video and Screen Capture into Camtasia Studio5. Combine video, Screen capture and other media6. Keep a record of parameters (size, position and location) for consistency7. Produce and export videos in required format15Online learning initiatives are popular and help meet a variety of goals

But whats the evidence that online tools and teaching strategies supported by such tools are effective for positive learning outcomes?

PART 1: compared face-to-face learning to online learning

PART 2: compared 2 online groups Background :Part 3. DATA and FINDINGS16 Objectives of our research:To evaluate the impact of various online tools and teaching strategies onstudent learning outcomes, student engagement,satisfaction of learning experience, workload and overload, reports of cheating, social presence (and how well students felt they got to know the instructor),isolation, authenticity of course materials and lecturer.and are there any variables or teaching strategies that can impact these and/or correlate to better outcomes? What are students experiences online?175 - 15 min lecture clip chunks with embedded quizzes in some clipsmessages and course announcements via SAVISYS (video) messaging52 students in 2nd yr Psychology course (online) Our study: Part 229 OLPodcasts/ commentsWhat parts of the course contributed most to their learning?What was the workload like and did they feel overloaded?Did they cheat? Think others cheated?

Plus some new social presence, authenticity questionsHow well they felt they got to know the professor?How authentic the course felt?How well did they really learn (who learned the most)? plus more What findings would you predict? Differences, no differences, etcLearning outcome measures, plusno significant differencesfirst year averagecumulative averagehigh school entrance average31 F2F25 s0127 s02 hr - 1 hour lecture clipsmessages and course announcements via LMS (text) announcements toolusing Media Rich MaterialPart 1:18 Our findings:Measures of how things were goingany differences between the groups (s01 & s02/2013; summer 2012)? Or are they having similar experiences?

Half-way checking-in survey (formative type feedback)

End of term survey (summative type feedback)

Learning outcome measures6 Quizzes (10%), 2 Term tests (40%), 1 Final Exam (30%), 1 Assignment (10%), Peer Instruction and Participation (10%), overall Final Course Grade lets take a look at what we found19

What aspects of the course are most successfully contributing to your learning? (Choose all that apply.)

Summer 2013Summer 2012

Study GroupsF2f/OL podcastsS01: large clips/text announcementsS02: short clips/video announcementsIn what part of the course, or what course activities did you feel most engaged?

S01S02Summer 2013

Summer 2012

F2f/OL podcastsS01: large clips/text announcementsS02: short clips/video announcementsDid you feel isolated in the course?Summer 2013Summer 2012

(ONLINE only)S02: short clips/video announcementsPlease be honest; were just curious and your answers are anonymous (we will NOT follow up on this). Over the course of the term, did you cheat online in this course (e.g., use some help like the text or have a friend help) during the online quizzes and/or Peer Instruction questions and discussions?

(ONLINE only)Summer 2013Summer 2012

(ONLINE only)Do you think other students cheated?Summer 2013Summer 2012Considering that this was an online course with different types of interactions with the instructor than you might be used to in face-to-face courses, did you feel like you got to know the instructor?

Summer 2013How well did you feel like you knew the instructor?Summer 2013

(Choose all that apply to you.) Considering that this was an online course with different types of interactions......which of the following made you feel like you knew the instructor?Summer 2013

Compared to other lecture courses youve taken and considering that the lectures in this course were pre-recorded, how authentic (or real) did the lectures feel to you (e.g., lecture videos seemed natural and sincere, or unnatural and a bit fake, awkward or artificial)?Summer 2013

If the lecture videos had embedded quizzes did you feel more engaged?

Summer 2013Learning outcome measures:

6 Quizzes (10%),

2 Term tests (40%),

1 Final Exam (30%),

1 Assignment (10%),

Peer Instruction and Participation (10%),

Overall Final Course Grade NOT Statistically significant Now what? Summer 2012Face-to-faceOnlinePodcast of f2f class with side commentsSummer 2013Online (media rich) hr 1 hr lecture clipsMessaging: via LMS announcements toolOnline (media rich)5 min. 15 min. lecture clipsMessaging: via video messaging tool

Summer 2014Summer 2012Face-to-face (f2f)Online (OL)Podcast of f2f class (with side comments specifically for online students)Summer 2013Online Media Rich (section 01) hr 1 hr lecture clips (high production value videos recorded specifically for online delivery; more polished than podcasts)Course messaging: via LMS (text-based) announcements toolOnline Media Rich (section 02)5 min. 15 min. lecture clips (same videos as Section 01 just clipped into shorter chunks with embedded quizzes)Course messaging: via VIDEO messaging tool (for social presence)Make embedded quizzes worth credit for all students (students had to complete quiz previously but not worth any credit, just part of video).Provide analytics to inform students and instructor about levels of comprehension (new integrated software)Online test invigilation: assess academic integrity + impact on student experience and outcomes.Completely Online using live online proctors (students dont come to campus to complete course requirements)Analytics software (speaks to embedded quizzes and gives students immediate feedback on comprehension/gives instructor feedback on overall student comprehension: inject JIT teaching opportunities)Online with exception of tests and exam (same as summer/13 Section 02)No analytics softwareCompare S1 to S2 for impact analytics has on teaching and learning.Compare Summer14 to summer13 for quiz impact.no creditCompare f2f to various OL sections on the various measures introduced each session.32 How muchHow long How hard What about all this: engages students impacts learning impacts social presence perceived authenticity What should videos include: video of instructor embedded resourcesother?? Did we answer the questions?Instructors know their skills and needsLecture Videos, Quizzes, Peer Instruction (online discussion) but nothing that differed between the groups; they all reported this.Nothing, if grades are what were using to measure learning. BUT there were other measures that were impacted. Grp with mini lectures (embedded quizzes andvideo messaging): reported feeling less isolated than any of the other groups and generally more positive ratings.Grp with mini lectures: reported more often than longer lecture Grp that lectures were very authentic. The video messages could have had an overall effect on this group but neither grp reported that the videos were unauthentic.No significant differences between the grps NOT even podcast grp (summer 2012) who had no video of instructor, only had audio and lecture slides; jury is still out (at least for TTS whether we need to invest so much time and $$ in videos; need more efficient way to do this).33

Thank You!Lena Paulo Kushnir, Ph.D.,lena.paulo.kushnir@utoronto.ca

Kenneth Berry, MSc.,kenneth.berry@utoronto.ca 35