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

Videos vs. interactive videos

Here is an abstract of an article, which I found very interesting.

“Four different settings were studied: three were e-learning environments—with interactive video, with non-interactive video, and without video. The fourth was the traditional classroom environment. Results of the experiment showed that the value of video for learning effectiveness was contingent upon the provision of interactivity. Students in the e-learning environment that provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings. However, students who used the e-learning environment that provided non-interactive video did not improve either. “

Zang et al., (2006) Instructional video in e-learning: Assessing the impact of  interactive video on learning effectiveness, Information & Management, vol. 43;  pages 15–27

My view is that videos which are not interactive can be effective learning tools too .  It is more about how they are integrated in the learning and teaching practices that makes the difference.  Still, testing students’ reponces is the way forward.

 

 

Students lead the way

Today I gave a presentation to the BSc Cosmetic Science students. At least 5 students had IPads or similar devices and were using them to flick through the presentation, in order to complete the group exercise.   Hence most students were already engaged in mobile learning experience.  The video creators who we have interviewed so far planned the videos as a “reminder / view in your own time” resource.    Some video resources can be planned and used to create an interactive workshop /lecture experience instead of a self-help guide.

Expecting all students to bring their own mobile devices to workshops and lectures might be seen as unfair on some, but ignoring the fact that many of them do it anyway is refusing to confront the reality.

What are the New Media Literacies?

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:

http://techtv.mit.edu/videos/1214-the-new-media-literacies