Students confirming the purposes of instructional videos

Fashion students were asked to view some of the specialist processes and machine induction videos produced in LCF. Many said that they liked the possibility to view the instructions at the time when most needed; as such, the video could be used  as notes are used to revise.  Students in their final year saw the videos as a resource which could help to develop the technical files that they were asked to compile in year 1. They preferred very short and close shots on the processes.  Longer videos of complex processes were seen as inspirational e.g.  the influence of Seville Raw tailoring on fashion sportswear.

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.

Guidelines for multimedia resources creation

Here is another helpful summary, relevant to those making and using on-line instructional  videos or lectures.  There are several underlining principles of using multimedia resources, based on theories of how the human brain processes a combination of verbal and visual information: 1)It is better to provide explanations in two forms of information rather than one  e.g. a film with corresponding  verbal explanation is better than just a visual aid; 2) Multimedia explanations should include words in verbal rather than written form e.g. try watching a subtitled film; 3) Coherent summary  highlighting key words/visuals  is better than detailed explanations.

All common sense really, but neatly put together.

Mayer, R. And Moreno, R.  A Cognitive Theory of Multimedia Learning – pls contact me for a full reference.

Useful information on e-learning effectiveness

Here  is   the summary  of  a study comparing student satisfaction and formal test results after using four different types of instruction:  traditional classroom, on-line instruction without video, on-line instruction with video, and on-line instruction with interactive video  (video organised in small chunks that are well-indexed, and easily manipulated).  All groups that used on-line instruction reported higher satisfaction than the group with traditional classroom instruction.  The students using on-line instruction without video and those using on-line instruction with linear video scored equal satisfaction.   The interactive video group reported higher satisfaction.  The test scores (learning outcome) of the group using the interactive video were higher than those of  the other three groups.

Does this justify the time investment that making interactive videos require?    

(Zang et al, (2006), ‘Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness’, Information & Management   vol.  43: 15–27, [Available on-line: www.sciencedirect.com]

 

Teaching & Learning Fellowship update

 

As a part of our fellowship project we carried out focus group surveys with 24 LCF students (Curtain Rd based, D&T courses) . 66% (16 students) had not seen the LCF video resources under the Blackboard Fashion Portal tab but 83% (20 students ) had accessed websites and watched on-line videos broadly related to their subject. The most commonly mentioned sites were TED.com, Style.com, Vimeo (broadly), Youtube (broadly). 85% answers stated “own on-line search” or “friend’s advice” as the way of finding those sites/videos, 74% answers stated home as the location from which the videos were accessed. The data suggests that whilst the students are open to using on-line resources, they are more likely to follow friends’ recommendations than those of academic or technical staff . These are preliminary findings, and we hope to extend our research into next autumn term 2012 so we can gather more data from LCF students.

 
 

How to create good on-line videos – teaching and professional fellowship project findings

Staff views.  LCF technical staff focus group reviewed a number of videos (available from the LCF BlackBoard, PROCESSARTS, and an on-line video produced by Derby University) looking at their reuse values.  All videos were focused on basic sewing machine preparation and use, but differed in production style.  Several initial recommendations emerged:

– introduce a graphic overlay highlighting key points on the screen where  applicable;

– prepare good scripts, including some contextual information;

– consider  voiceover (to prevent the viewer from being distracted by the presenter) .

Mobile Learning

Is the future accessing learning video content on the go?

What considerations are needed to make this happen?

My thoughts are based on accessibility, videos need contextualising to make them effective….what this means is some serious thought in the pre-production and post production as to what the learning outcomes are designed to be, with a keen focus on accessibility.

“Designing mLearning: Tapping into the Mobile Revolution for Organizational Performance” by Clark N. Quinn 2011

http://eu.pfeiffer.com/WileyCDA/PfeifferTitle/productCd-0470604484.html