APT13 Presenation: link to paper abstract

This is a link to the abstract of our presention at  APT13 Conference hosted by The University of Greenwich:

https://showtime.gre.ac.uk/index.php/ecentre/apt2013/paper/viewPaper/298

 

 

Presenation of the Fellowship outcomes at APT13

The project will be presented at the University of Greenwich conference named:

The Academic Practice and Technology (APT)  Conference: Next Generation Learning Places and Work Spaces

https://showtime.gre.ac.uk/index.php/ecentre/apt2013/schedConf/program

An absract and the power point presentation of the workshop will be available on the conference website shortly.  Herewith the key summary of the project presentation:

The aim of this research was to explore the value of the integration of on-line learning videos into the students learning experience in practical workshops (pattern cutting and sewing).

 

DIAL

As the final report of this project emerges, here is a short reflection on the context within which it was developed, as well as where it might lead us. 

The Teaching and Professional Fellowship “Learning videos- do they work for you” benefitted from its close association with the DIAL project.  The project proposal’s aim and objectives were developed with the personal support from the DIAL and ALTO project managers, and with the help of video resources and papers on OER made available via Processarts, and the DIAL blog.    A key project objective was to contribute to enhancing learning and teaching practices by creating guidelines for producing and embedding learning videos in practical workshops. This objective is closely aligned with the DIAL objective to explore issues around digitally enhanced practices.   The range of information provided by the DIAL and associated blogs informed our project’s activities  (i.e. postings on: http://process.arts.ac.uk/category/project-groups/cltad-teaching-development-projects; http://dial.myblog.arts.ac.uk/2012/05/25/should-ual-evaluate-digital-skill-levels-of-staff-and-students/)

DIAL also provided a link with previous and concurrent fellowship winners, Laura Norton and Lesley Raven, whose commentary and shared experience was helpful to our projects progress planning.     DIAL offered a platform for sharing our preliminary findings and advised on other dissemination events i.e. conferences; this is in line with our objective to share good practice: http://process.arts.ac.uk/category/project-groups/making-online-learning-videos.

 A draft paper will be presented at APT2013. Next Generation Learning Places and Work Spaces Conference. The University of Greenwich, July 2nd 2013. #aptnextgen
https://showtime.gre.ac.uk/index.php/ecentre/apt2013/index, an event sponsored by the Higher Education Academy and JISC : http://www2.gre.ac.uk/research/centres/ecentre

Teaching and Professional Fellowship project: summary report

Learning videos – do they work for you
Student focus group1
Project aim: To explore the value of the integration of on-line learning videos into the students learning experience in practical workshops (pattern cutting and sewing)
The videos which were subject of this investigation could be classified broadly as instructional videos, presenting processes or specialist machine introductions. As such, they can be referred to as a type of multimedia learning resources (using words and visual images) and learning objects: “any digital resource that can be reused to support learning” (Wiley, 2000)

Constructivism as an educational philosophy views learners’ engagement in the learning process as a key to constructing meaningful knowledge and skills. From this stand point, some researchers and educators have questioned the value of learning videos for the learners’ experience.
“It is believed that learning objects do not cause learning but provide its availability” (Yahya and Yusoff, 2008).

Project data: staff perspective
In summary, videos were created for one or more of the following reasons:
– To provide visualisation to student groups, and thus to overcome difficulties with understanding text or verbal instructions;
– To provide visualisation of areas that are difficult to see in a normal workshop situation, or of 3D process and movement which are of particular relevance;
– To provide availability of instruction on demand by the learner;
– To provide additional stimulation, inspiration and motivation.
The videos were commonly not seen as:
– A learning tool to be used by the instructors in workshops;
– As substitutes of direct instruction.

Project data: students’ perspective
The students are most likely to view the videos at home (75%), and currently the most commonly used viewing device is laptop (64%) .
The students stated the following reasons for using instructional videos: as a reminder, to visualise a process, to save time (instead of waiting to be seen and instructed again by a technician), to view something that they have missed in class.

The students preferred short (2-4 minutes) and clear process instructional videos. Longer videos of highly specialist processes were also seen as useful. General area and machine induction videos were rated as less useful. “Voice over” with camera focused on work demonstration was favoured over “talking head” style videos.

Students expected high quality image and sound. Some international students suggested subtitles.

Summary
Although staff created videos for a range of valid reasons -helping visualisation, enabling the less advanced learners- the video’s integration in the construction of knowledge was left to the students’ individual initiative.

Recommendations
Videos can be useful and helpful learning objects, which can enrich the students’ learning experience. To improve the effectiveness and reuse of videos, the following considerations can be included in the video planning and production stages:
– Identify the shortest visual and audio information that is to be related via the video;
– Identify key messages and terms as meta data that can used to enhance reusability;
– Adapt learning and teaching technique so that they incorporate learning objects in a more actively supportive role, instead of offering them as an “on-demand” resource.

Full references can be obtained from G.Daniels, e-mail address: g.n.daniels@fashion.arts.ac.uk

LCF video team nominated for Learning On Screen Awards (BUFVC)

Not quite the BAFTA’s but the learning video equivalent…..

bufvc_logo_solo

Courseware and Curriculum Non Broadcast / Multimedia Award

Bespoke Men’s Suit Construction Master Classes by Henry Poole & Co
Learning Technology Support, Video Team, London College of Fashion
Director: Mark Raeburn; Producer: Oliver Furlong

….but it’s still a very good nod in the direction that we’re heading. The only other universty nominated in this category was the University of Reading. I am very proud of the LCF Learning Technology Support video team for completing this epic video resource, 28hours worth! Which was filmed in 2011 and is available to all University of the Arts London (UAL)  students and staff on lcftech.com

Enter your UAL login name and password and click on:

Measuring, pattern cutting and drafting playlist

Trouser constuction playlist

Trouser finishing playlist

Jacket construction playlist

Jacket finishing playlist

Fitting

Let’s use video to reinvent education

Link

 

Interesting video about how Salman Khan (Khan Academy) used video to free up time of the teachers to interact in a more humane way during class time, allowing more peer to peer interaction. Same idea as “flipping the classroom”. Another interesting way he describes this in his talk is by saying that the relevant metric for student: teacher ratio should be measured by  ‘student: to valuable human time with the teacher ratio’, and that video education resources allow this….I think they do in principle and this is certainly a guiding reason for many tutors, technicians, lecturers wanting to make videos for their students.

The thing about using video resources is that they do have to be mapped out well, fitting into a knowledge map. And to accomplish this you do need a well thought out set of videos on a specific topic, which in turn requires you to have a very good level of video skills and mastery of video tools, and a web portal, or CMS to access these resources. The chain reaction of this is having the right storage infrastructure for holding these nuggets, such as a MAM.