Group items tagged

Use Text in the Right Way

Keep text minimal, visual, and only use it to highlight keywords and concepts. If you are introducing something new that will be unfamiliar to the viewer, display that on the screen in clear text for them to see.

Incorporate Graphics

Another good technique is to break up all of the words with graphics. It’ll help everyone if there is more variety of content, but particularly the visual learners among your employees

Combine Instruction with Examples or Scenarios

Using imagined scenarios or examples can be the best way to help viewers to understand how certain instruction will apply in their day to day work, and video content is the best way to provide this.

1) Automate the Recording Process to Make It Effortless

The University of Massachusetts Lowell has an opt-in policy for lecture capture. Faculty log in to a website and select which of their courses they want to record. The Department of Instructional Technology then schedules the lecture capture appliance to record the lectures for that course automatically, and creates a link in Blackboard or on a website where students can go to retrieve the lectures for viewing.

The university uses Echo360 lecture capture appliances and some Sonic Foundry Mediasite appliances

While lecture capture appliances are "not cheap," according to Lucas, they reduce the complexity for faculty and staff. "We're weighing it against going into a room to fix a computer issue because of drivers not working and it's not seeing a camera and it's not seeing a document camera," said Lucas. "With the appliance, it basically runs 24/7, and for the most part it's pretty rock solid."

Campuses with large-scale deployments generally focus on lecture halls first and gradually expand to smaller classrooms. For those that have a mix of appliance-based and software-based systems, they tend to place the appliances in the large lecture halls, where they can get a bigger bang for their buck, and use the lower-cost lecture capture software in smaller rooms.

You have to think about which rooms are really good candidates for lecture capture, and those are typically middle and large classrooms. We focused our efforts on the classrooms that are what we consider the large gateway classrooms,"

Comment réaliser une bonne vidéo ? La répartition des efforts Nous avons vu dans un précédent article la formule du succès d’une production vidéo : Succès = .50C + .15M + .20V + .15P 50% C = Contenu et production - Le scénario ou le fil conducteur, la prise de vue, l’éclairage, la production, etc.   15% M = Métadonnées - Le titre, la description, les mots-clés, les catégories, l’indexation, le résumé, les sous-titres, etc. Tout ce qui aidera les gens à trouver votre vidéo.   20% V = Vignette - L’emballage statique ou contextuel qui attirera les gens quand ils verront votre vidéo affichée sur une page quelque part. Le look en un instant.   15% P = Promotion - Les efforts marketing habituels. La conception et la production font 50% du succès de votre vidéo, voyons comment mettre les chances de succès de votre côté.

Il existe différents types de vidéos. Il est primordial de choisir la vidéo en fonction des objectifs poursuivis : Personne face caméra : Une personne à la caméra fait une démonstration simple et directe. Parfois des images simples comme des tableaux, des listes ou des graphiques sont incrustées. Entrevue improvisée. Une personne interroge une autorité sur le sujet. Entretien préparé.  L'intervieweur pose des questions organisées et la personne interrogée réagit avec des réponses préparées. Documentaire. Un narrateur, généralement hors champ, emmène l'auditoire faire un tour d'horizon du sujet de l'émission. Narration en voix off. Les visuels sont accompagnés d'une narration de quelqu'un hors champ. Le narrateur peut décrire une procédure de travail exposée ou commenter d'autres types de visuels. Demonstration. La personne face à la caméra décrit tout en démontrant. Dramatisation. Les acteurs jouent des rôles dans une histoire écrite. Animation. Les personnages de dessins animés fournissent des instructions. Un tableau blanc animé est souvent utilisé pour ce type de vidéo.

The survey also highlights lecture capture[1] as a major growth area, which may well be due to the growing availability of affordable, ‘one-click’ lecture capture software that runs on any Windows compute

Other findings of note include: Teaching skills by recording students practicing in class is up from 33% last year to 54% in 2017, perhaps a reflection of the growing demand for video-based training and playback for courses such as nursing and veterinary science.Flipped classrooms are growing in popularity after the initial hype, with 53% now using this approach, up from 45% a year ago.Almost half (45%) are using mobile apps to let students watch video on the go, with a further 48% keen to follow their lead.

Respondents included educators, instructional designers, IT professionals, digital media professionals, senior administrators and students from around the globe, with 81% drawn from higher education and 11% from K-12 (primary/secondary

Given this evidence of the value and distinct role of face-to-face lectures, concern over the wide spread replacement of lecturers with recordings would seem misplaced.

Similarly, Aldamen, Al-Esmail, and Hollindale, (2015) found no correlation between student attendance (as measured by attendance lists) and viewing lecture video recordings (as measured by LMS access data), for students on an introductory Accountancy course

Yeung, Raju and Sharma (2016) demonstrated that non-frequent attenders were also far less likely to make use of recordings to catch-up on missed classes. This is in line with the findings reported by von Konsky, Ivins and Gribble. (2009)

Students use lecture recordings for a range of general purposes, for example to balance family, work, and other study commitments (e.g., Chester, Buntine, Hammond, & Atkinson, 2011; Dona, Gregory, & Pechenkina, 2017: Pons, Walker, Hollis & Thomas, 2011; Taplin, Kerr, & Brown, 2014), and as a backup for lectures that were unintentionally missed, for example, as the result of illness or transportation issues (e.g., Yeung et al., 2016; Gysbers, Johnston, Hancock, & Denyer, 2011).

Students learning in a second language and students who require additional learning support appear to make greater use of recordings (e.g. Leadbeater, Shuttleworth, Couperthwaite, 2013; Nordmann et al., 2017; Shaw & Molnar, 2011, Taplin et al., 2014)

following the Equality Act (2010). Jisc, the UK’s non-profit organisation for digital services and solutions recommends implementing institution-led lecture recording (Jisc, 2018) citing the ability to revisit content as required as the main benefit to inclusive learning.

For many first-year students, the university lecture format will be a new learning environment and although guidance is often provided about what they should do during lectures, it is unsurprising that these students value the opportunity to get a second chance at the lecture content when in this transitional stage.

in a study of medical students’ use of recordings by Topale (2016), students identified one of the major advantages of recordings as facilitating the ability to use multiple modes of learning, allowing them to view lectures, consult texts and other resources at the same time. Multimedia learning is suggested to have several pedagogic advantages linked with reductions in cognitive load (Mayer, 2005). Luttenberger et al. (2018) state that the driving force behind student satisfaction with lecture capture and podcasts are the opportunities for self-regulated learning

Students frequently report that access to lecture recordings improves their learning and performance (e.g., Gosper et al., 2010) and while Ford, Burns, Mitch and Gomez (2012) found no association between access to recordings and grades, they reported that students with access were significantly more likely to report spending more hours studying, more likely to report that learning outcomes were effectively addressed, and more likely to report that they found that the course challenged them to do their best work

First, students should be explicitly instructed that supplemental use is likely to produce the best outcomes.

Second, the concept of deep processing should be used to explain and promote that not only is supplemental use best, but selective supplemental use of recordings (rather than re-watching an entire lecture) will likely lead to better outcome

Finally, the concept of distributed practice should be linked to the use of lecture capture