Duration - 2 hrs - 9-11 am (PST) | 10-12 pm (MST) | 11-1 pm (CST) | 12-2 pm (EST)
Format - Online web presentation via phone and Adobe Connect web conference software followed by discussion and collaborate problem solving.
This first workshop session began with a review of participant summary and registration data -- who we are, where we're from, who we teach, and what goals we have for the workshop. It was followed by a presentation on what research tells us about designing effective video-based learning materials, and what important issues need to be addressed by faculty who use these videos to make them more effective. During the second half, we will break into working groups and begin development of resources for use by the larger community.
- Review pre-workshop survey data
- Review existing literature and knowledge on video best practices and pros and cons
- Begin the development of resource lists, templates, and web pages to share information on things such as good existing video resources, topics that need video resources, best practices (with evidence and literature citations), and ways to gather student feedback.
- Introductions (PowerPoint 2007 (.pptx) 4.5MB Feb7 14) and review of survey results (Acrobat (PDF) 1.5MB Feb7 14), including participant goals - Presented by Katryn Wiese (10 minutes)
- Cognitive Theory of Multimedia Design (PowerPoint 2007 (.pptx) 2.3MB Feb7 14) - Presented by Dave McConnell and John Bedward (Assistant Professor of Education-STEM, Buena Vista University) (30 minutes)
- Chat summary (Microsoft Word 2007 (.docx) 15kB Feb7 14)
- Development of web page case-study template for describing how videos are used in a particular classroom/course (for generating a collection of case studies on how folks are using video)
- Development of web page that identifies and links to valuable and effective existing video resources – including descriptions (time, length) that makes them useful
- Development of web page that describes educational video design and use best practices, literature sources to support, and existing evidence
- Development of a common assessment that can be used in multiple classes to collect student feedback on aspects of the use of videos
- Development of a web page reviewing copyright and fair use rules and impacts
- Development of a web page reviewing ADA compliance challenges and solutions
- Review series of videos on Heat Transfer and think abut what you like best and least in these videos. Contribute to discussions for these two topics:
- What are common issues that appear in video that make them difficult to watch or listen to?
- What are things that really work well and make you want to engage more?
- Continue work on group project and prepare version for review in next meeting
- Start working on a 1-to-2-minute video that will be submitted in April and showcased during the last session in May.
References and Resources
- Teaching Geoscience with Visualizations: Using Images, Animations, and Models Effectively
- Using Media to Enhance Teaching and Learning
- Using Direct Measurement Videos to Teach Physics
- The Technology Outlook for STEM+ Education 2013-2018
- BOOK: e-Learning and the Science of Instruction -- Proven Guidelines for the consumers and designers of multimedia learning -- Ruth Colvin Clark and Richard E. Mayer -- 3rd edition (2011)
- BOOK: The Cambridge Handbook of Multimedia Learning -- New York, New York: Cambridge University Press -- Richard E. Mayer (2005)
- BOOK: The Future of Learning Institutions in a Digital Age -- Cathy N. Davidson and David Theo Goldberg