Continuing the Transition Into the Age of Video
0 likes268 views
This document provides an overview of a presentation given by Zac Woolfitt at Eduhub Days at the University of Bern on January 29th, 2020. The presentation, titled "Continuing the Transition into the Age of Video," discusses video teaching and the transition to incorporating more video in higher education. It covers topics like video formats, video pedagogy, online and blended learning, and the future of video in education. The presentation aims to experience, practice, and reflect on various forms of "Video Teaching" and continuing the transition to more widespread adoption of video.
Continuing the Transition Into the Age of Video
- 1. Eduhub Days, University of Bern, January 29th, 2020, 10.30-11.15 Zac.Woolfitt@Inholland.nl Research Fellow Teaching, Learning & Technology Research Group Inholland University of Applied Sciences Continuing the Transition into the Age of Video
- 3. Thank you 3
- 4. Teaching England USA – Canada Netherlands Tourism Inholland University of Applied Sciences 2003Lecturer 2010 Web Lecture 2014 Catching the Wave of Video Teaching 2015 - Researching Video in Higher Education 4 To experience, practice and reflect on all forms of ‘Video Teaching’
- 5. Research Video Mobile Learning Feedback Pioneer 5 Inholland Research Group - Teaching, Learning & Technology
- 6. Continuing the Transition Into the Age of Video Around the Knowledges of Education Through the Looking Glass Continuing the Transition 6
- 7. 7 How did you learn when you were 10?
- 9. Into the Age of Video 9
- 10. 10 ©Z.Woolfitt
- 11. Your First Video Appearance 11
- 12. The Age of Video 12
- 13. The Age of Video 13
- 15. 15
- 16. Around the Knowledges of Education 16
- 17. 17 Organisational Context Pedagogical knowledge (PK) Content knowledge (CK) Technological knowledge (TK) Koehler & Mishra (2009) External Environment TPACK (TPK) (PCK) (TCK) (TPCK)
- 18. 18 External Environment Volatile Uncertain Complex Ambiguous DESTEP (Amnesty International, 2019, Rosling, Rosling, & Rosling Rönnlund, 2018, Zuboff, 2019,
- 19. 19 16 Calibri Organisational Context External Environment Strategy Mental Models Organisational Culture Learning Spaces Partnerships Students
- 20. Organisational Context 20 External Environment Content knowledge (CK) Curriculum Skills Knowledge Attitudes Skillscape MIT Deep Dive
- 21. Organisational Context 21 External Environment Content knowledge (CK) Pedagogical knowledge (PK) Teaching Learning Cognitive Load Constructive Alignment Learning Spaces (Biggs & Tang, 2011; Sweller, 1994)
- 22. Learning Applying acquired knowledge Processing new information Reflecting on learning process Presenting new information Activating prior knowledge Effective use of learning with video – animation 22
- 23. XXX • xxx 23
- 25. XXX • xxx 25
- 26. 26 Organisational Context Pedagogical knowledge (PK) Content knowledge (CK) Technological knowledge (TK) Koehler & Mishra (2009) External Environment (TPK) (PCK) (TCK) (TPCK)
- 28. 28
- 31. 31 Organisational Context Pedagogical knowledge (PK) Content knowledge (CK) Video knowledge (VK) Adapted from Koehler & Mishra (2009) VPACK External Environment (VPK) (PCK) (VCK) (VPCK)
- 32. My First Step 32
- 34. Catching the Wave 34 (Woolfitt, 2014)
- 35. Don't have equipment Boring for students Don’t understand Don’t have time Loose my job Not needed Not for me Can’t do it Afraid... 35 Resistance
- 36. Early Majority 36Have we caught the wave? (2017)
- 38. ‘Video Teaching’ Teaching via video Teacher has active role Audible and visible Recorded Screen part of didactic process 38 (Bates, 2015)
- 39. 39 Many things change when we teach with, and through, video 3d 2d
- 40. The Transition in Teaching – transient/ephemeral to digitalized/permanent Transient (Lecturer not recorded) Transient Permanent Lecturer Not Visible Lecturer Visible Permanent (Lecturer Recorded) 40 Adapted from Woolfitt (2014)
- 41. 41
- 42. 42
- 44. Video Because Push – technology availability Pull – needs of students, faculty, organisation 44
- 46. Strategy Policy Studios Support We do it for you, together, you do it 46 ©Z.Woolfitt
- 48. Augment Accessible Meta Tags Speech Recognition Full-text search H5P 48 Video knowledge (VK)
- 49. Typologies Ongoing challenge Definitions fluid Terminology evolving 49 (Hansch et al., 2015; Sistermans, 2017)
- 50. Made by, made for..?Madebyteachers Made for teachers Made by teachers for teachers Made by students for teachers Made by students for students Made by teachers for students Made for students Madebystudents (based on presentation from Karsten Wolf) 50
- 51. Formats Video Clip Screencast Live Lecture Capture Web Lecture Student Generated Enhancing Learning with Video 51
- 53. Screencast 53 A digital movie of your screen Presenter visible or not Formative feedback Mutliple use or throw-away (Udell, 2004, Marriot & Keong Teoh, 2012, Desouky Ali, 2016, Killingback et al., 2019)
- 54. Live Lecture Capture 54 (Bos, 2016, Reflections on Live Lecture Capture) Live recording Interaction Adjusted Teaching Attendance Accessibility
- 55. Web Lecture 55 Linear Student Control Searchable Interactive layers 24/7
- 56. 0 10 20 30 40 50 60 Student Perception on web lectures Disagree strongly Disagree Disagree somewhat neutral agree somewhat agree agree strongly (Kirschner & van Merriënboer, 2013) Student Perception (N=95)
- 57. Student Generated 57 Assignment Vlog Reflection Portfolio Albania Pitch, Student generatred green screen production
- 58. Simple Video Teaching: Complexity vs. lecturer visibility Transient (Lecturer not recorded) Teacher not visible Teacher Visible Complex Lecturer Not Visible Lecturer Visible Permanent (Lecturer Recorded) 58 Adapted from Woolfitt (2014)
- 60. Animation 7 steps to turn research into an animation, Inholland Research Findings presented as Animation 60
- 61. Realities 61 16 ©Z.Woolfitt Augmented Virtual 360 (Narciso, Bessa, Melo, Coelho, & Raposo, 2017; Rupp et al., 2019, Demarinis, Calligaro, Harr, & Mariani, 2018, Would you jump off a skyscraper?)
- 63. Evidence Based 63 (Woolfitt, 2015, Clark, D., 2019, 15 things the research says)
- 64. Multi-Media Theory Audio Visual 64 (Colvin Clark & Mayer, 2011)
- 65. F2F vs Online 65 (TU Delft, 2016)
- 66. Blending & Flipping 66 European Maturity model (TU Delft, 2016)
- 67. 67 ©Z.Woolfitt
- 68. 68
- 69. Online 69
- 70. Engage 70 Practising with break-out rooms
- 75. Online Synchronous 75 e.g. University of Utrecht
- 76. Hybrid Classroom https://twitter.com/ITEC_KULeuven/status/1006950775531163648 76 (Woolfitt & Swager, 2019, Raes et al., 2020)
- 77. 3d 2d 3d 77 Holographic Presence
- 79. 79
- 83. 83 ©Z.Woolfitt
- 84. Our Agenda 84 ? Our agenda for the next five years? Go to Menti.Com 72 31 22
- 86. @ZCWLFTT zac.woolfitt@Inholland.nl ++31 (0) 610 441 829 ‘Video Teaching’ Blog zacwoolfitt.blogspot.com 86 Thank you
- 87. References (1/3) 87 Bates, A. W. (2015). Teaching in a digital age; Guidelines for designing teaching and learning for a digital age. Retrieved from http://opentextbc.ca/teachinginadigitalage/ Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (Fourth ed.). Maidenhead: Open University Press. Bos, N. (2016). Effectiveness of Blended Learning: Factors Facilitating Effective Behavior in a Blended Learning Environment. Open University Press, Heerlen. Carroll, L. (1871). Through the Looking-Glass, and What Alice Found There. London: Macmillan. Colvin Clark, R., & Mayer, R. E. (2011). E-learning and the science of instruction; Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco: John Wiley and Sons. Retrieved from http://formulasi.googlecode.com/files/e-Learning.pdf Demarinis, T., Calligaro, L., Harr, C., & Mariani, J. (2018). How VR can improve learning and training outcomes. London. Retrieved from https://www2.deloitte.com/content/dam/insights/us/articles/4683_real-learning-virtual-world/4683_real-learning-in-a-virtual-world.pdf Fricke, B. (2020). Artificial Intelligence, 5G and the Future Balance of Power. Konrad-Adenauer-Stiftung e. V., (379). Hansch, A., Newman, C., Hillers, L., Shildhauer, T., McConachie, K., & Schmidt, P. (2015). Video and online learning: Critical reflections and findings from the field. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2577882 JISC. (2012). Learning in a digital age: Extending higher education opportunities for lifelong learning. Retrieved from http://www.webarchive.org.uk/wayback/archive/20140614193513/http://www.jisc.ac.uk/media/documents/publications/programme/2 012/JISCLearninginaDigitalAge.pdf Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183. https://doi.org/10.1080/00461520.2013.804395
- 88. References (2/3) 88 Koehler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://doi.org/10.1016/j.compedu.2010.07.009 Narciso, D., Bessa, M., Melo, M., Coelho, A., & Raposo, J. V. (2017). Immersive 360◦ video user experience: impact of different variables in the sense of presence and cybersickness. Universal Access in the Information Society. https://doi.org/10.1007/s10209-017-0581-5 Raes, A., Vanneste, P., Pieters, M., Windey, I., Noortgate, W. Van Den, & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers & Education, 143(August 2019), 103682. https://doi.org/10.1016/j.compedu.2019.103682 Rogers, E. M. (2003). Diffusion of Innovations (Fifth ed.). New York: Simon & Schuster. Rosling, H., Rosling, O., & Rosling Rönnlund, A. (2018). Factfulness. London, UK: Sceptre. Rupp, M. A., Odette, K. L., Kozachuk, J., Michaelis, J. R., Smither, J. A., & Mcconnell, D. S. (2019). Investigating learning outcomes and subjective experiences in 360- degree videos. Computers & Education, 128(August 2018), 256–268. https://doi.org/10.1016/j.compedu.2018.09.015 Senge, P. (2006). The fifth discipline (2nd ed.). London: Random House Business Books. Sistermans, I. (2017). Video in education in the Netherlands. Maastricht. Retrieved from http://videum.library.maastrichtuniversity.nl/video-in- education/good-practices/ Surma, T., Sluijsmans, D., Vanhoyweghen, K., Camp, G., Muijs, D., & Kirschner, P. A. (2019). Wijze Lessen. Meppel: Ten Brink.
- 89. References (3/3) 89 BibliographySurveillance Giants: How the Business Model of Google and Facebook Threatens Human Rights. (2019). Amnesty International. Retrieved from https://www.amnesty.org/download/Documents/POL3014042019ENGLISH.PDF Udell, J. (2004). Jonudell.net. Retrieved from http://jonudell.net/udell/2004-11-15-name-that-genre.html Woolfitt, Z. (2014). Catching the wave of video teaching; Supporting lecturers in the tourism team Inholland Diemen in developing video teaching skills. Inholland University of Applied Sciences. Retrieved from http://www.inholland.nl/onderzoek/lectoraten/elearning/inzet+video+en+weblectures/ Woolfitt, Z. (2015). The effective use of video in higher education. The Hague. Retrieved from https://www.inholland.nl/media/10230/the- effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf%0A Woolfitt, Z., & Swager, P. (2019). Seven phases of transition into blended synchronous learning. Den Haag. Retrieved from file:///C:/Users/Zac/Downloads/Research_report_Seven_phases_of_transitiopn_into_synchronous_blended_learning.pdf Zuboff, S. (2019). The Age of Surveillance Capitalism. London: Profile Books Ltd.