Tag Archives: video

Throwback to the pandemic: Teaching, cognitive and social presence (Rapanta et al., 2020), and zoom fatigue (Bailenson, 2021)

When I was teaching the emergency “how to teach online” courses online during the pandemic, I used to refer to an article by Rapanta et al. (2020) a lot, where they talk about teaching, cognitive, and social presence, which I want to link to in another post I am working on. But either I cannot find things on my own blog, or I was too stressed out to write a summary back then, so here we go.

Continue reading →

Currently reading about how to make instructional videos more effective (through instructor presence and embedded prompts)

#TeachingTuesday: Some things I read about making good lecture videos

1 Reply

Just imagine you had written an article on “Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos”, like Choe et al. (2019) did. What excellent timing to inform teaching decisions all around the world!

Choe et al. compare 8 different video styles (all of which can be watched as supplementary material to the article which is really helpful!), 6 to replace “normal lectures” and two that complement them, to investigate the influence of video style on both how much students are learning from each, and how they feel watching them.

The “normal lecure” videos were different combinations of the lecturer and information on slides/blackboards/tablets/…: a “classic classroom” where the lecturer is filmed in front of a blackboard and a screen, a “weatherman” style in front of a green screen on which the lecture slides are later imposed, a “learning glass” where the lecturer is seen writing on a board, a “pen tablet” where the lecturer can draw on the slides, a “talking head” where the lecturer is superimposed on the slides in a little window, and “slides on/off” where the video switches between showing slides or the lecturer.

And the good news: Turns out that the style you choose for your recorded video lecture doesn’t really affect student learning outcomes very much. Choe et al. did, however, deduce strengths and weaknesses of each of the lecture formats, and from that come up with a list of best practices for student engagement, which I find very helpful. Therein, they give tips for different stages of the video production, related to the roles (lecturer and director of the video), and content covered in the videos, and these are really down-to-earth, practical tips like “cooler temperatures improve speaker comfort”. And of course all the things like “not too much text on slides” and “readable font” are mentioned, too; always a good reminder!

One thing they point out that I wasn’t so clear to me before is that it’s important that the lecturer is visible and that they maintain eye contact with the camera. Of course that adds a layer of difficulty to recording lectures — and a lot of awkward feelings and extra work in terms of what to wear and actually having to shower and stuff — but in the big scheme of things if it creates a better user experience, maybe it’s not such a big sacrifice. Going forward, I’ll definitely keep that in mind!

Especially making the distinction between the roles of “lecturer” and “director” was a really helpful way for me to think about making videos, even though I am playing both roles myself. But it reminds me of how many considerations (should) go into a video besides “just” giving the lecture! If you look at the picture above, you’ll see that I’ve started sketching out what I want to be able to show on a future video, and what that means for how many cameras I need, where to place them, and how to orient them (portrait or landscape). When I made the (german) instructions for kitchen oceanography, I filmed myself in portrait mode, thinking of posting them to my Instagram stories, but then ended up editing a landscape video for which I then needed to fill all the awkward space around the portrait movie. Would have been helpful to think about it in these terms before!

Choe et al. even include a “best practice” video in their supplementary material, which I find super helpful. Because even though in some cases it might be feasible to professionally produce lectures in a studio, but that’s not what I (or most people frantically producing video lectures) these days have access to. So seeing something that is professionally produced but that doesn’t (seem) to require incredibly complicated technology or fancy editing is reassuring. In fact, even though the lecturer appears to have been filmed in front of a green screen, I think in the end it’s not too unsimilar to what I did in the (german) instructions for kitchen oceanography mentioned above: A lecturer on one side, the slides (in a portrait format) on the other.

In addition to the six “lecture” videos, there was a “demo” video where the lecturer showed a simple demonstration, and an “interview” video, where the lecturer was answering questions that were shown on a screen (so no second person there). Those obviously can’t replace a traditional lecture, but can be very useful for specific learning outcomes!

The “demo” type video is the one I am currently most interested in, since that’s where I can best contribute my expertise in a niche where other people appreciate getting some input. Also, according to Choe at al., students found that type of video engaging, entertaining, and of high learning value. All the more reason for me to do a couple more demo videos over the next couple of days, I’m already on it!

References:

Ronny C. Choe, Zorica Scuric, Ethan Eshkol, Sean Cruser, Ava Arndt, Robert Cox, Shannon P. Toma, Casey Shapiro, Marc Levis-Fitzgerald, Greg Barnes, and H. Crosbie (2019). “Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos”, CBE—Life Sciences Education, Vol. 18, No. 4. Published Online: 1 Nov 2019
https://doi.org/10.1187/cbe.18-08-0171

How to learn most efficiently when participating in a MOOC

Leave a reply

How to learn most efficiently when participating in a MOOC? Yes, I’ll admit, that title promises quite a lot. But there is a new article by Yong and Lim (2016) called “Observing the Testing Effect using Coursera Video-Recorded Lectures” that tells us a lot about how (not) to learn. We have talked about the testing effect before: repeated testing leads to better results on examinations that repeated studying does. And it is confirmed again in this study.

Why am I so excited about this? Because both video-based studying and testing are becoming more and more common these days, and both are sometimes made out to be really bad ideas.

We find video-based learning in most aspects of our lives now (at least if we are talking about lives similar to mine ;-)) — I always follow one or two Coursera courses at the time, and I love watching TED talks. Most softwares I use have video tutorials, and in fact I talked about how I liked the video tutorials of the Monash simple climate model interface only on Tuesday. And whenever I get stuck with a task, I watch video tutorials on youtube to get me going again. And of course many of the lectures at my university are being recorded and many students rely on re-watching them when studying for exams. And, of course, there is the One Planet — One Ocean MOOC that I am involved in preparing. So obviously I see value in video lectures. Even though many people believe that re-watching a lecture does not provide the same experience as seeing it “live”, I don’t think that matters much for lectures in which there is not a lot interaction between lecturer and audience. If you can make yourself use them wisely, I think video lectures are a great substitute for lectures you — for whatever reasons — can’t watch live.

But this is also the biggest issue I have with video lectures: they can easily seduce us into believing that we are learning, when we in fact are not. For example, when I say that I am “following” those Coursera MOOCs, what that means is that I have videos playing while I do something else (like writing emails or cleaning my apartment), i.e. I am not listening carefully, and I never ever do the tests and quizzes they provide. Yet, I still feel like I am learning something. I might or might not* be, but in any case I am not using those resources as effectively as I could be, and in fact most people aren’t.

And testing, I get it: Educators typically don’t like designing tests, because it is really hard. And most students don’t like taking tests, again because it is really hard, so tests have a really bad reputation all around. Especially repeated testing and e-assessment (like we are developing for mathematics and mechanics) people really love to hate!

But this is where the Yong & Lim (2016) study comes in. They showed a short (<3min) Coursera lecture to their participants. Depending on the group, during study time, they showed the clip either once and then tested three times, showed it three times and tested once, or showed it four times. Initial recall right after the study period is best for the group that watched the same clip four times, but it turns out that both groups that test during studying perform significantly better on a test a week after the study period: testing as part of studying (and in contrast to just repeatedly watching a clip) helped anchor the new knowledge significantly better.

From this is it clear that we should definitely be taking advantage of the tests provided with video lectures! Or if there are no tests available, like with TED talks**, instead of watching a lecture over and over again, test ourselves on it: Can I remember the main points? What were the reasons for x or the steps in y? Why did she say z?

And, more importantly, as educators we should take these results to heart, too. If testing is this important, we need to provide good tests to students, and we need to encourage them to use them to practice.

One scary fact to end this post with: Of the 30 idea units presented in the videos of the study, the best group retained on average only about half until a week after watching those videos. And the worst group only one-third. I didn’t see those videos so I can’t speak about how well they were made and whether the tests addressed all of those 30 idea units, but I wouldn’t bet on students remembering more of the videos I want them to learn from. Which really gives me something to think about.

*watching those videos and feeling good about doing something productive might actually just give me the illusion of competence

**or if we feel that the tests are really bad, which does happen

—

Yong, P., & Lim, S. (2016). Observing the Testing Effect using Coursera Video-Recorded Lectures: A Preliminary Study Frontiers in Psychology, 6 DOI: 10.3389/fpsyg.2015.02064

Adventures in Oceanography and Teaching

Dr. Mirjam S. Glessmer