In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC. This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015. More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/ Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/

1. Choosing to implement video in your
MOOC – what are the options?
Mathy Vanbuel, ATiT
EMMA Summer School
July, 2015
Ischia, Italy

2. Video is popular as a teaching tool:
• Container of large amounts of content
• Self paced, self-regulated and independent learning
“Media are mere vehicles that deliver instruction but
do not influence student achievement any more than
the truck that delivers our groceries causes changes in
our nutrition”
(R. Clark, 1983)
Focus should be on the learner experience, less on the
instruction.

3. Provider Perspective
• Putting videos on EMMA
• What kind of videos can be used in a
MOOC? When to use video for learning?
• How to maximise student learning
outcomes with video in a MOOC?
• Prejudices about video
Learner Perspective
• Interface
Contents

4. Putting videos on EMMA
• Put videos on YouTube or Vimeo (account
needed for YouTube, EMMA can provide
access to Vimeo by v-app)
• Embed videos on EMMA in the appropriate
spot
• Also learners can load videos (YouTube only)
within their personal blog pages

5. Key question 1
What kind of videos can be used in a MOOC?
• Lecture-style videos: instructor(s) with/without
slides or graphs, in office, classroom, studio
• Tutorial videos: video screencast, Khan-style
• Expert interviews
• Panel discussion
• Documentary/reportage style (live demos, e.g.
surgeries; location shoot)
• All moving images like… (archival, Europeana…)

6. When to use video?
• As content container

7. When to use video?
• As content container,
yes but more interestingly also…
• To show complex (or expensive, or dangerous)
experiments
• To illustrate ideas using slow-motion or animation
• For a virtual field visit
• To demonstrate techniques or mechanical skills
• (assessment)

8. Introduce the Subject: Engage, Stimulate, Motivate
Hook/Stimulus clips
• Shock/surprise/delight
• Creating a sense of
suspense/uncertainty
• Posing a problem or issue
Signpost videos
Introduction to the topic
• To provide focus or
rationale
• To flag up what is coming
later
J. Koumi

9. Activity based: outcome directly
related to the use of the video
Observing
• Videos with rich visual or
audio content that learners
could be asked to identify,
spot, clips that facilitate
close observation skills
Authoring
• Videos which enable
students to re-purpose or
edit the clip
J. Koumi

10. Affective Domain: Facilitate
Empathy/Emotional Engagement
• Sensitise and Emotionalise:
– Clips that signal a change
of mood, tempo or topic
– Highly emotional, charged
clips (with a rationale)
– Stunning, wow factor clips
(e.g. incredible landscapes
or wildlife depictions)
J. Koumi

11. Cognitive Enablers: analysis, synthesis,
interpretation
• Predict, observe, evaluate
• Compare and contrast
• Extrapolate and predict: what if…?
• Interpretation: what is this about?
J. Koumi

12. Visual and spatial: bringing visualisation into the
learning
• Virtual field trips: in space
and time
• Strong visual representation
e.g. art works
• Instructional (illustrating a
process)
• Dynamic phenomena
J. Koumi

13. Key question 2
• How to maximise student learning outcomes
with video in a MOOC?
‼ Does not equal more views.
Videos with high numbers of views usually have a direct
connection to course assignments or assessments
Guo, Kim, Rubin; McConachie, Schmidt e a; Hibbert; Chauhan, Goel

14. How to maximise student learning?
• Short videos have higher engagement (impact)
• Segment videos: 6 minutes seems to be a good
compromise between what instructors want to
instruct and what students accept.
Shorter videos are also more engaging than
longer videos.
Videos of <30 seconds are most likely watched all
the way (85%). Drop off starts and levels to 50%
between 2 and 10 minutes.
Put the most important parts of the message at
the very beginning.

15. How to maximise student learning?
• Talking heads edited with slides are more
engaging than slides alone.
• Requires post-production editing (unless
players allow simultaneous view)
‼ Classroom lecture recordings require
preproduction and planning in order to be
engaging

16. How to maximise student learning?
• Videos with a more personal feel are more
engaging.
• Record in an informal setting
‼ High production values do not pay off, but it is
important to apply the “laws” of good quality
media production, e.g. eye contact, good
audio, clear graphs, readable text…
Ambiguous effect of production values…

17. How to maximise student learning?
• Candid drawing (“Khan Academy Style”) is more
engaging than PowerPoint slides or screencasts.
• Continuous speaking, motion and visual flow
engage the learning.
‼ More pre-production planning needed, does not
suit all instructors (clear handwriting, good
drawing skills, careful layout planning, good
presentation skills, good voice technique,
prepared narrative…)

18. How to maximise student learning?
• Quality of the teacher as an “actor” is
important: enthusiastic delivery, relating to
personal experiences, humour, create
suspense etc. are more engaging.
‼ Speed up text, edit out pauses and filler words
in post-production can help.

19. Are students watching your videos?

20. Are students watching your videos?
• Do they, yes or no?
• Preference for text materials
• Video is boring
• If the video is not well made, they won’t look
• Is it worth all the trouble?

21. Is video difficult to produce?

22. Is video expensive?

23. Features of video in MOOCs
• Content
• Interface: the player side

24. Interface
• Navigate
– Play, pause, stop
– Volume control
– Full screen play out
– Increase/decrease speed
– Current time/total time of video
– Progress bar
– Navigation by keyboard
• Captions
– Subtitle options

26. Interface
• Download, view off-line, watch on youtube
• Full screen mode, adjust video quality
• Interaction with(in) video is important
– In-video activity (e.g. quiz)
– Edit, segment, extract (A/V)
– Annotate
– Tag
– Quiz
– Assessment
– Statistics
– Search in video, in supplementary materials

27. Interface
• Search inside video, inside transcript, inside
presentation
• Supplement
– Presentation slides
– Related document
– Transcript of video
– Language selection
• Secondary screen integration

28. Interface
• Favorites, add to watch later, personal playlist,
tag, annotate,
• Social functionalities
– Share
– Recommend
– Annotate
– Like etc...
• Support: browser issues, player issues

29. All originally created materials are de facto copyrighted
If you want to share as an Open Education Resource or
under a CC license, this has to be explicitly declared.
• Warning: the newly composed work inherits the underlying
rights of its components.
• Note: international context of the newly composed work
possible discrepancies with your own (national) legislation.
CC version 4.0
Intellectual property aspects (add’l)

30. Questions?