1. First steps of a « story »
• What do you want to tell? What is its purpose?
• Define the learning outcome/objective
• Start research and documentation
• Get a lot of ideas & inspiration!
• Start distilling the information
• Make a first outline
• Evaluate
• Produce detailled script
2. • The place of video for learning in the learning context,
integrating video in the learning process
• Not all learning can always be done entirely in every
video…
10. Ideas…
• Biographical and Autobiographical videos e.g. Animoto
• Common craft video (hand drawn, cut out)
• Stop-motion videos (Jellycam)
• Documentary
• Flipped classroom (Khan style)
11. Flipping The Classroom
• Flipped learning: students watch instructional videos for
homework and use class time to practice what they’ve
learned.
• Presentation software (e.g., PowerPoint, Prezi, Keynote,
Smart Notebook)
• You can make high-quality educational videos for your
students. Here are a few Video Rules.
12. 1. Keep it short
• YouTube generation
• Bite-sized pieces: just the quadratic formula, not
anything else. One topic equals one video.
• 3 minute rule?
13. 2. Animate your voice
• Engage your students, use your voice to make videos
exciting
14. 3. Create the video with another teacher
• Powerful conversation instead of watching a talking head
• Dialogue is helpful in comprehension of the material
• Like radio show
15. 4. Add humor
• Put a running joke in (but only for the first minute or so)
• Humor brings interest to the video, which keeps the
students interested
16. 5. Don’t waste your students’ time
• Students are watching this in their own time. Keep to
your topic.
17. 6. Add annotations
• Think of your screen as a whiteboard: use annotation to
add pen markups or similar
18. 7. Add callouts
• A callout is a text box, a shape, or some other object
that will appear for a while in the video and then
disappear.
• Bring attention to the key elements in a video
• Show steps in a problem
19. 8. Guide the eye of the viewer
• Zoom in to different portions of the screen: zoom in to
the portion of the picture that is most important for
comprehension, help the students focus
20. 9. Keep it copyright friendly
• Video will likely be posted online, make sure that you
follow appropriate copyright laws
23. Simple Guidelines to Instruction
2. Inform learners of objectives
Create level of expectation for learning
24. Simple Guidelines to Instruction
3. Stimulate recall of prior learning
Retrieval and activation of short-term memory situation
25. Simple Guidelines to Instruction
4. Present the new content
Selective perception of content
26. Simple Guidelines to Instruction
5. Provide "learning guidance"
Induce storage in long-term memory
6. Practice
Perform acquired knowledge
7. Provide feedback & Assess performance
Retrieval and reinforcement of content as final evaluation
8. Enhance retention and transfer to next level
Retrieval and generalisation of learned skill to new situation
28. Assessing the video project: post-
production.
• Did video demonstrate what you said it would in outline
and script?
• Did the audience (classmates) learn something from the
final product? Did they learn what you wanted them to
learn?
• Was the final product engaging?
• How does the audience evaluate the product?
• Was it worth the trouble?
Editor's Notes
summarize facts and ideas and retell information and events
students demonstrate methods or procedures, carry out procedures, experiment with concepts in a new setting, use ideas or knowledge, and discover a new purpose
discriminate fact from hypothesis, recognize intent, and deconstruct content, as well as helping them observe structure, organize content, and select important elements
students check for accuracy, detect inconsistencies, appraise efficiency, judge techniques, critique solutions, and evaluate procedures
When we first started making videos, they lasted the same length of time as our typical lectures. Most of our lectures contained multiple objectives. This is fine in a live setting, but in a video setting we have found that we need to stick to one topic per video. We try to keep our videos under 15 minutes and really shoot for under 10 minutes.
In order for any learning to take place, you must first capture the attention of the student. A multimedia program that begins with an animated title screen sequence accompanied by sound effects or music startles the senses with auditory or visual stimuli. An even better way to capture students' attention is to start each lesson with a thought-provoking question or interesting fact. Curiosity motivates students to learn.
Early in each lesson students should encounter a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson. These objectives should form the basis for assessment and possible certification as well. Typically, learning objectives are presented in the form of "Upon completing this lesson you will be able to. . . ." The phrasing of the objectives themselves will be covered under Robert Mager's contributions later in this chapter.
Associating new information with prior knowledge can facilitate the learning process. It is easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge. A simple way to stimulate recall is to ask questions about previous experiences, an understanding of previous concepts, or a body of content.
This event of instruction is where the new content is actually presented to the learner. Content should be chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to different learning modalities, a variety of media should be used if possible, including text, graphics, audio narration, and video.
Provide "learning guidance"
To help learners encode information for long-term storage, additional guidance should be provided along with the presentation of new content. Guidance strategies include the use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies.
Elicit performance (practice)
In this event of instruction, the learner is required to practice the new skill or behavior. Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.
Provide feedback
As learners practice new behavior it is important to provide specific and immediate feedback of their performance. Unlike questions in a post-test, exercises within tutorials should be used for comprehension and encoding purposes, not for formal scoring. Additional guidance and answers provided at this stage are called formative feedback.
Assess performance
Upon completing instructional modules, students should be given the opportunity to take (or be required to take) a post-test or final assessment. This assessment should be completed without the ability to receive additional coaching, feedback, or hints. Mastery of material, or certification, is typically granted after achieving a certain score or percent correct. A commonly accepted level of mastery is 80% to 90% correct.
Enhance retention and transfer to the job
