This shift in teaching and learning requires more than just a camera and an eager instructor, however. For example, student attention span has shortened to only about 8 seconds and making a video engaging “requires a thorough examination of the medium to find the best ways to make it as useful as possible” (xvii). Without regurgitating the entire text, I’ll outline a few aspects of Köster’s book that stood out most.
- Should you teach to the camera/viewer or
- Should you teach a student who is also on camera and film that interaction?
This video featuring Dann Hurlbert, Carleton College’s Media & Design Guru succinctly recaps a 2018 study from ASU’s Katelyn M Cooper, Lu Ding, Michelle Stephens, Michelene T. H. Chi, and Sara E Brownell.
What is instructional video?
When designed well and used effectively, short instructional videos can actively engage students with relevant content; these videos can introduce new concepts or deepen understanding of familiar topics.
Why use instructional video?
Dozens of institutions have begun researching the value of instructional video, too. For example, Vanderbilt University’s Center For Teaching offers excellent research on the topic. CFT Assistant Director Cynthia Brame describes “three elements for video design and implementation: Cognitive load, non-cognitive elements that impact engagement, [and] features that promote active learning.” Videos should identify and reinforce key points through signaling, segmenting, weeding, and matching modality. Continue reading Quickstart: Instructional Video
- Adding a New Dimension to Protein Structures: student perceptions of augmented reality in a biochemistry course,
- Planning, Producing, and Evaluating Instructional Video, and
- Is online teaching and learning relevant for small residential liberal arts colleges?
Dann’s notes from sessions he attended are summarized below:
Thanks to everyone who’s taken this instructional video quiz so far! (Already over 100 of you!)
Here’s a screenshot of what the analytics look like. You can see how people responded by question, AND, when users are actually logging into the software, you can track how each individual person responds. For this, everyone shows up as unauthenticated–but that’s OK, since I’m not actually assigning you a grade. 🙂 If you still want to take the quiz, here’s the link: https://carleton.yuja.com/V/
Ever wonder what your students are actually learning when watching your instructional videos? There are lots of ways to assess learning with video, and I wanted you to see this fun and SHORT — 60 second — video before my presentation in at OLC Nashville! I’ll be discussing Planning, Producing, and Evaluating Effective Instructional Videos. On that note, I’d love to have you check-out this “video quiz” that lets instructors see what their students learn while watching the video. It’s one of many assessment tools available to us in education nowadays. (And yes, I used a Little Prompter to ensure my own flawless delivery in the video. : ) Long to short, I’d be thrilled if you watched it and answered the four SHORT questions. I’m tracking analytics, and am interested to see how your answers look when compiled with lots of others. Feel free to share this post, too! Just click the following link, below, to jump to the video, and for those attending OLC in Nashville, we can checkout the results together! Thanks!
Hey Folks, spring is on us. Here is a little of what I’ve been up to, and what I’m looking forward to.
Leaning on my MFA in Digital Cinema and 15 years of teaching experience, I’ve designed a stand-alone two credit course focused on Civic Engagement and Documentary Filmmaking that I’ll be co-teaching with the impressive Palmar Alvarez-Blanco here at Carleton. The curriculum can actually be coupled with nearly any course, pairing students with community organizations that need greater support and visibility. Students will spend the term researching, meeting with, and interviewing members of these community organizations, and then . . . giving a tangible video resource back to that community organization. We’ll cover topics such as bias recognition, visual storytelling strategies, interview techniques, non-linear editing, and social media marketing. This is going to be a fun and engaging class that results in rich civic engagement, valuable documentary filmmaking experience, and a concrete and useful video for several community organizations.
I’m also going to hit the road this spring presenting at conferences including OLC, the Online Learning Consortium, in Nashville Tennessee and at Innovate! Teaching with Technology conference at the University of Minnesota Morris. I’ll be presenting sessions on Planning, Producing, and Evaluating Instructional Video, and Creating Effective Instructional Videos, and I’ll be co-leading a discussion on Online Teaching and Learning for Small Liberal Arts Schools with my colleagues Janet Russell and Andrew Wilson.
Spring is also exciting because one of my personal projects–a compact teleprompter I call the Little Prompter, is ready to hit the market. Over the past year, I worked with a creative and crafty colleague on the design (Thanks, Eric Mistry up at St. Scholastica!); I then ran a successful fundraising campaign to get it manufactured, and am now ready to market and sell it. The Little Prompter is more than just a pet-project, too. It’s got great pedagogical value. Even for experienced instructors, delivering a lesson on camera can be a little intimidating–and even minor discomfort and hesitation on camera can greatly impact how a viewer perceives the speaker and how long a viewer stays engaged with the content. Now, with the Little Prompter and a little pre-planning, faculty can flawlessly deliver their lesson directly into the camera—improving eye-contact and viewer retention. Faculty here at Carleton (and around the world) can learn more about the Little Prompter—and even order one for yourself at www.littleprompter.com.