From BUVC In the era of YouTube, podcasts and vidcasts it is crucial for students, researcher and academics alike to be able to cite these sources clearly and ensure references can be traced back unambiguously.
Not quite the BAFTA’s but the learning video equivalent…..
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:
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.
Burden, K., and Atkinson, S. (2008). Beyond Content: Developing Transferable Learning Designs with Digital Video Archives. University of Hull, UK. (Online) Available at: http://www.sijen.com/reproduce/resource/beyond_content.pdf
Figure 2 – Learning Designs clustered by learning strategies
Stuart Phillipson, the Media Technologies Coordinator, Manchester University- UK will be delivering a seminar on Opencast Matterhorn: Finding workable open source solutions at the REC:all pre conference event for the Media & Learning Conference in Brussels (14th-16th Nov 2012).
I met Stuart at the Opencast Matterhorn Un-Conference at Oxford University Computer Services (OUCS) in Jan 2012, where he made a brilliant presentation on statistics on students who had access to lecture capture recordings at Manchester Uni. He is adopting Opencast Matterhorn on a wide scale at Manchester Uni. I couldn’t make this conference but you can view his presentation here from the http://www.rec-all.info/ site where they post many events and webinars. REC:all are affiliated to ViTAL (Video in Teaching and Learning SIG).
An introduction to why we lecture, what some of the problems with lecturing are, and how we can improve lectures.
Summary of this video: Content conundrum: why do we lecture now? We want students to acquire knowledge, but then use that knowledge through application, analysis, synthesis, evaluation (without boring them!) Are lectures really the answer?
There are all sorts of problems linked to note taking in lectures according to Donald Bligh author of “What’s the use of Lectures?”….a good set of notes is very important to students attending lectures. Ability to summarize, paraphrase and integrate information through audio and on screen text is very hard. Lectures are no better at conveying knowledge than other methods such as: reading, handouts, videos, self study, problem based learning, or out of class activities
I think this links to something Eric Mazur said, a keynote speaker at ALT C in Manchester 2012, who found that brain activity during lectures was lower than while sleeping and comparable to while watching tv.
So here is the user interface (UI) of the Galicaster workstation. Its very simple and easy to use. These are brave steps for LCF towards finding an automated solution for recording lectures. My colleagues Kirk Rutter, Phil Petrides and Deesh Sivanandan were invaluable again. The true test is the next 3 days for the DEL conference: http://myblog.arts.ac.uk/del2012/ where we will use this system to record the keynote lectures, then the recordings will be uploaded to this blog in the near future, its not fully automated just yet !
Short video (above) of Henry Jenkins from MIT discussing how ProjectNML (New Media Literacies), and in particular the teachers’ strategy guide “Reading in a Participatory Culture,” defines the new media literacies.
I like this term and explanation as a another way of thinking about “Digital Literacies”
Further MIT video explanation of NML: