Exploring different video formats in MOOCs

Deborah ArnoldDepartment Manager, AIDE-numérique

Centre for Information Systems and Digital PracticeUniversité de Bourgogne

@DebJArnold

AIDE-numérique department

Missions

Online learning (distance, blended…)

Digital pedagogy (staff development)

Online resources (production)

History of audiovisual production

1990s : research films / documentaries

2000s : multimedia

2010s : webdocumentaries

2014 : our first MOOCs

Quality / efficiency

Production values / reputation

Designing & producing videos for MOOCs

1. Benchmarking

what are others doing?

what works, what doesn’t?

what does the (scarce) literature say?

2. Pedagogical context

Who is our target audience?

what are the learning objectives?

what is the main message?

3. Resources

What is our budget?

What human resources are available?

What is our timescale?

YouTube genres for teaching and learning(Donald Clark)http://donaldclarkplanb.blogspot.co.uk/2013/02/youtube-another-moop-

massive-open.html

Khan blackboard and coloured chalk – simple but effective, learner’s mind not cluttered with seeing Khan – it’s the semantic content that matters, not talking heads.

Thrun’s hand and whiteboard – again not Thrun’s head that matters but seeing worked problems and solutions.

RSA animations – clever animations that end up as a single infographic.

TED talks – shows how lectures should be – passionate experts, no notes, no reading, little PowerPoint and short.

Software demos – just show me the steps one by one.

Physical demos – point the camera at the engine, radiator or whatever I need to fix and show me how to do it, with commentary. I just take my tablet to the place I need it.

Sports coaching – wayward tennis serve? Watch an expert coach you in slow motion.

Donald Clark (again) on HCI MOOC video

http://donaldclarkplanb.blogspot.co.uk/2013/05/mooc-on-human-computer-interaction-7.html

Small screen, low retention

Too much talking head

Cognitive dissonance (text and video at the same time – the death of rich media?)

Paucity of images (describing schemas, techniques or procedures without images)

Presentation style (important for maintaining attention)

Poor editing (negative effect on retention)

How MOOC Video Production Affects Student Engagement

https://www.edx.org/blog/how-mooc-video-production-affects#.VBMapU0cSu0

How MOOC Video Production Affects Student Engagement

https://www.edx.org/blog/how-mooc-video-production-affects#.VBMapU0cSu0

1. Shorter videos are much more engaging. Engagement drops sharply after 6 minutes.

2. Videos that intersperse an instructor’s talking head with PowerPoint slides are more engaging than showing only slides.

3. Videos produced with a more personal feel could be more engaging than high-fidelity studio recordings.

4. Khan-style tablet drawing tutorials are more engaging than PowerPoint slides or code screencasts.

5. Even high-quality prerecorded classroom lectures are not as engaging when chopped up into short segments for a MOOC.

6. Videos where instructors speak fairly fast and with high enthusiasm are more engaging.

7. Students engage differently with lecture and tutorial videos.

Creating a MOOC from A to Z (FUN)Video tutorials on video for MOOCsRémi Sharrock, Mines-Télécom

EMMAEuropean Multiple MOOC Aggregator

http://platform.europeanmoocs.eu

#EUMoocs

Digital Culture and Writing #DCWUniversity of Burgundy

Launch: 21st May 2015

The #DCW mascot

Digital Culture and Writing #DCWExtract 01

Open Wine University #OWUUniversity of Burgundy

Launch: 21st May 2015

#OWUExtract 02Extract 03

General and Social Pedagogy (EMMA)University of Naples Federico II (automatic transcription and translation by Universitat Politecnica de Valencia)

Thank you

Deborah ArnoldDeborah.Arnold@u-bourgogne.fr

@DebJArnold

http://platform.europeanmoocs.eu