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.

Where MIT leads others follow

Today I found online instructions from MIT on how to create on-line video tutorials.  It made me think: “Is our project reinventing the wheel?” Sometimes we need to reinvent the wheel, as it takes us along our own road of learning. The feedback from students viewing our own videos is invaluable; it shows a richness of responses to the videos, and we should listen to our own students.   More from the surveys is to come soon.

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.

Rhona Sharp from Oxford Brookes discusses issues of lecturing

An introduction to why we lecture, what some of the problems with lecturing are, and how we can improve lectures.

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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.