is Good Video Some things you already know, a few you may not have - - PowerPoint PPT Presentation

▶
is good video
SMART_READER_LITE
LIVE PREVIEW

is Good Video Some things you already know, a few you may not have - - PowerPoint PPT Presentation

Oct 29, 2022 167 likes •498 views

Not all Video is Good Video Some things you already know, a few you may not have thought of, and a lot presented without any expert authority. Anna Howard, Teaching Associate Professor, MAE Show of hands: Have you made videos before? A word

slide-1
SLIDE 1

Not all Video is Good Video

Some things you already know, a few you may not have thought of, and a lot presented without any expert authority. Anna Howard, Teaching Associate Professor, MAE

slide-2
SLIDE 2

Show of hands: Have you made videos before?

slide-3
SLIDE 3

A word about Pedagogy…

  • The first talk I ever went to with Delta:

Donna Petherbridge, 2006

  • Know what your learning objectives are.
  • Consider how to best convey the information,

… And then figure out the technology.

And remember that not everyone will watch a video.

slide-4
SLIDE 4

…In the past, …before there was so much video, …when you succeeded in explaining something, …some particular tiny facet of your topic, …how’d you do it?

slide-5
SLIDE 5

https://www.youtube.com/watch?v=BRPq8UGMRds

Classroom Capture

slide-6
SLIDE 6

Classroom Capture

https://www.youtube.com/watch?v=BRPq8UGMRds

  • What’s good here?
  • Sound quality is good
  • Videography is good. You can read the board.
  • Video not captured from back of class

(leads to notion that the video doesn’t apply to the watcher.)

  • Obvious expert – clear, accurate, complete
  • Edit at 22:50 to physical demonstration
slide-7
SLIDE 7

Classroom Capture

https://www.youtube.com/watch?v=BRPq8UGMRds

  • Not so good
  • 40-second intros & 40-second endings
  • Lack of a script = slow & repetitious
  • Nice look at back of his head as he writes
  • Pace would suffice in a lecture, but fails in a video.
  • 16:28 = what happens when you’re not in charge of the

camera (breaks the flow for the viewers)

  • Erases board off-camera at 17:00
  • No take-away hard copy for the students.
  • Work flows from one board to another and back to the first
  • Correction at 21:10 – error made 10 minutes earlier
  • No numbers – solve the problem
  • Demonstration at end filmed from side
slide-8
SLIDE 8

Uses of Video

  • How have you been taught effectively before?

Pre-Video Videos

  • Lecture with PowerPoint slides

 Classroom capture

  • Example problem on the board

 LiveScribe, Tablet

  • Face-to-face in office hours

 Studio, Fizz

  • Assigned reading

 none

  • Discussion in a class or recitation

 probably not

  • Expert visitor

 Professionally Shot

  • Demonstration in class

 Blair Witch Project

  • Student laboratory experience

 Idea grant!

slide-9
SLIDE 9

LiveScribe

  • https://goo.gl/f6S3RJ

(Download file to see video.)

  • Good: short video, clear text, take-home copy,

easily shared offline (Adobe PDF files)

  • Bad: audio quality, no head, limited editability
slide-10
SLIDE 10

Fizz

http://www.youtube.com/watch?v=RkNkKPWAVb0

slide-11
SLIDE 11

Do you need to make that video again?

(Jensen & Howard, 2015)

  • Look at YouTube – your video may be there already.
  • If it isn’t, learn from what you didn’t like about

what’s there.

slide-12
SLIDE 12

But if you’ve decided to make a video…

slide-13
SLIDE 13

What kind of video do you need?

  • Slides (PowerPoint with voice-over)
  • Studio (no audience, often closer up, Fizz, …)
  • Classroom lecture capture (Mediasite)
  • Coding instruction (Screen capture of instructor typing)
  • Tablet capture (like Khan academy)
  • LiveScribe
  • Office at your desk
  • Interview with Expert
  • Heavily Produced (multiple cameras, operators, editing, …)
  • Something else?
slide-14
SLIDE 14

Professional

https://youtu.be/zUFJHfTgbLQ produced for Greg Neyhardt and Lori Petrovich, CH101

slide-15
SLIDE 15

“Best Practice” – The Enemy of Better Teaching

Ermeling, Hiebert, & Gallimore (2015)

  • “Best Practices” can
  • encourage a plug-and-play approach
  • uncouple learning goals from instructional methods
  • focus on activity instead of achievement
  • Instead:
  • Develop effective practices. (Perfect is the enemy of good.)
  • Build a carefully indexed knowledge base of useful cases.
  • You cannot achieve perfection:
  • “Research and practical experience suggest that professional

development focused on continual improvement of teaching is more effective than imitation of best practices.”

slide-16
SLIDE 16

Who is he talking to? (For 1:10:29)

https://www.youtube.com/watch?v=V5JpcfIVjIk

slide-17
SLIDE 17

https://www.youtube.com/watch?v=IM630Z8lho8

slide-18
SLIDE 18

How can you tell if you’re doing it right?

  • Make one and ask the students
  • Make several and look at usage data
slide-19
SLIDE 19

Guo, Kim, & Rubin, 2014

  • Data analysis from four edX courses (6.9 million views) from

MIT, Harvard, UC Berkeley

  • Determined length of time spent watching
  • Tracked whether a student tried the after-video problems
  • Students preferred:
  • Shorter videos (6 minutes or less)
  • Videos produced with a more personal feel (preferred even over high-

fidelity studio recordings)

  • Videos where instructors speak fairly fast and with high enthusiasm
  • Students avoided:
  • Chopped up pre-recorded classroom lectures
  • Slides with voice over with no breaks or talking heads
  • Tablet drawing tutorials were more engaging than PowerPoint

slides or code screencasts.

  • Students engaged differently with lecture and tutorial videos.
slide-20
SLIDE 20

How can you tell if you’re doing it right?

  • Make one and ask the students
  • Make several and look at usage data
  • Use a rubric: Morain & Swarts, 2011
  • Physical Design: Accessibility, Viewability, Timing
  • Cognitive Design: Accuracy, Completeness, Pertinence
  • Affective Design: Confidence, Self-Efficacy, Engagement
slide-21
SLIDE 21

What can we learn from John Green?

https://youtu.be/tigaryz-1y4

slide-22
SLIDE 22

What can we learn from John Green?

  • Be enthusiastic!
  • Speed is not necessarily bad.

(2.6 million subscribers)

  • Half a million people since July 7, 2015 watched

Understanding the Financial Crisis in Greece.

  • Talk to the viewers. Right to them.
  • Use images to make your point.

(Learn to edit them in.)

  • (And stick to 10 seconds of introduction!)
slide-23
SLIDE 23

Nervous much?

https://youtu.be/hNejutAMiTE

slide-24
SLIDE 24

A note about captioning, …

  • If you post it on YouTube for a public audience, you

need to caption it.

  • You should caption it anyway.

(Think roommates & late-night studying)

  • Captioning technical stuff is difficult.
  • NCSU has grants to help, but it still takes time to be

done well.

  • Some faculty use graduate students or give

students extra credit for captioning your videos.

slide-25
SLIDE 25

How to videos:

https://youtu.be/mx6_KjWh8_o

slide-26
SLIDE 26

How to tie a tie

  • Humor (“It’s monstrous.”)
  • Speed – offer a choice if possible
  • Use stop-action video where appropriate
  • Practice, practice, practice
  • What would help here?
  • Take-away: handout with sequence?
  • Others?
slide-27
SLIDE 27

Use of a Skit

https://www.youtube.com/watch?v=qA93BhDBskw

slide-28
SLIDE 28

How to make an instructional video:

  • Script
  • Storyboard
  • Shoot
  • Structure

https://youtu.be/aLi1JsPNwQA

slide-29
SLIDE 29

But at the end, …

Make a video on purpose, Carefully, Thoughtfully, And tailor made to your audience. It’ll probably garner fewer views, but it’ll be better for your particular viewers.

slide-30
SLIDE 30

Links To All Videos

  • Classroom capture: https://www.youtube.com/watch?v=BRPq8UGMRds
  • LiveScribe example: https://goo.gl/f6S3RJ (must be downloaded on a computer

with Adobe Air)

  • Fizz video: http://www.youtube.com/watch?v=RkNkKPWAVb0
  • Chemistry video: https://youtu.be/zUFJHfTgbLQ
  • Law school classroom: https://www.youtube.com/watch?v=V5JpcfIVjIk
  • Physics misconceptions: https://www.youtube.com/watch?v=IM630Z8lho8
  • John Green on Greek debt: https://youtu.be/tigaryz-1y4
  • Two guys discussing engineering jobs: https://youtu.be/hNejutAMiTE
  • How to tie a tie: https://youtu.be/mx6_KjWh8_o
  • Use of a skit: https://www.youtube.com/watch?v=qA93BhDBskw
  • How to make an instructional video: https://youtu.be/aLi1JsPNwQA
slide-31
SLIDE 31

Citation List (other than videos listed above):

  • Petherbridge, Donna. "Summer Institute Welcome." 2006 Delta Summer
  • Institute. D.H. Hill Library, Raleigh. May 2006. Speech.
  • McCammon, Lodge. "Fizz Method." Fizz Method. N.p., 2014. Web. 10 Aug. 2015.

<http://lodgemccammon.com/flip/research/fizz-method/>.

  • Jensen, M., and Howard, A.K.T. “Flipped Classes: Do Instructors Need to

Reinvent the Wheel When it Comes to Course Content?” Proceedings of the 2015 American Society for Engineering Education Annual Conference & Exposition, Seattle, WA, June 2015.

  • Ermeling, Bradley A., James Hiebert, and Ronald Gallimore. "" Best Practice"—

The Enemy of Better Teaching." Educational Leadership 72.8 (2015): 48-53.

  • Guo, Philip J., Juho Kim, and Rob Rubin. "How video production affects student

engagement: An empirical study of mooc videos." Proceedings of the first ACM conference on Learning@ scale conference. ACM, 2014.

  • Morain, Matt, and Jason Swarts. "YouTutorial: A framework for assessing

instructional online video." Technical communication quarterly 21.1 (2012): 6- 24.