Tuesday, June 29
1:30 PM-5:00 PM
UTC
Dockside 1

T1: What to Teach and How to Teach on Video

Tutorial ID: 28652
  1. aaa
    Jack Koumi
    Educational Media Production Training

Abstract: TUTORIAL PART 1. Using video clips, the tutorial catalogues learning tasks that video can accommodate distinctively well, deriving from 16 categories of video techniques that exploit video’s presentational strengths and that other media cannot achieve as well, divided into three domains of teaching intentions: 1 – Cognitive: distinctive ways that video can help learning and develop skills. 2 – Experiential: Video can supply realistic virtual experiences. 3 – Nurturing motivations, feelings, attitudes. TUTORIAL PART 2. By analysing video clips, the tutorial will illustrate pedagogically effective design principles, some of which are instructivist, whereby the video is structured so that, as far as possible, it predicts and answers the questions that students ought to ask. This strategy is complemented by other, constructivist design principles that enable viewers to activate their existing knowledge structures, upon which they can then base their construction of new knowledge.

Objectives

Part 1 (1 hr 15). What teaching functions can video achieve well? Objectives. At the end of the Tutorial, participants should have developed an informed appreciation of teaching functions for which video is the preferred medium, whether video is stand-alone or part of a multiple media package Part 2 (1 hr 45). How to design successful educational videos. Objectives. At the end of the Tutorial, participants should be able to understand and implement video design principles for effective pedagogic narrative

Topical Outline

Part 1. Added-value techniques and teaching functions of video 1. Distinctive ways to assist LEARNING and SKILLS development 1 composite pictures, e.g. split screen 2 animated diagrams exploring processes 3 visual metaphor/analogy 4 illustrating concepts with real examples 5 condensing time by editing real life 6 demonstration of skills e.g. craft, reasoning 2. Providing (vicarious) EXPERIENCES by showing otherwise inaccessible:- 1 dynamic pictorial change or movement 2 viewpoints e.g. aerial, big close-up 3 3D objects, e.g. using movement 4 slow/fast motion 5 people/animals interacting, real or drama 6 chronological sequence and duration 3. NURTURING (motivations, feelings) 1 stimulate appetite to learn, e.g. by revealing the fascination of the subject 2 motivate use of a strategy by showing its success, e.g. exam techniques 3 change attitudes, appreciations, engender empathy for people 4 reassure, encourage self-confidence Part 2. A pedagogic framework of narrative screenwriting principles a) How will the video be used? A. TARGET AUDIENCE B. LEARNING CONTEXT AND COMPLEMENTARY LEARNING e.g Supplementary video notes, face-to-face preamble C. TEACHING INTENTIONS 1 Cognitive Learning Outcomes 2 Provision of Experiences 3 Nurturing (motivations, feelings) b) Pedagogic screenwriting structure 1. HOOK (capture attention and sustain interest) 2. SIGNPOST (information about what’s coming) 3. ENCOURAGE ATTENTIVE VIEWING (CONCENTRATION)e.g. Presenter says: helium in this balloon, carbon dioxide in this one. What will happen when I release the balloons? 4. ENABLE INDIVIDUAL CONSTRUCTION OF KNOWLEDGE e.g. don’t blanket shots with narration: leave slack for contemplation. 5. SENSITIZE e.g. plant seeds in viewers' minds. 6. ELUCIDATE e.g. uncluttered, simplifying graphics 7. REINFORCE e.g. repetition from a different angle 8. CONSOLIDATE / CONCLUDE e.g. summarize key points, helping viewers stand back from the story

Prerequisites

Teachers who use or intend to use video, whether they design and produce their own videos or choose them off-the shelf or online

Experience Level

Intermediate

Qualifications

Degrees: Mathematics, Psychology, Technology Based Distributed Learning. For 6 years: a university lecturer and teacher trainer. For 22 years, until 1992, worked for the BBC Open University, producing audio and video programmes in Mathematics, Science, Teacher Training and Media Design. Subsequently, as a freelance consultant, conducted over 50 workshops/consultancies in 21 countries. Also produced video/print teacher training materials and on-the-job-trained producers of same in UK, Vietnam and China. Published many papers and instructional texts, plus a book, Designing video and multimedia for open and flexible learning, Routledge 2006, reprinted 2008.
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