Support of Video-Based Lectures with Interactions
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Presentation at ED-Media 2014 conference, Tampere, Finland
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Support of Video-Based Lectures with Interactions
- 1. S C I E N C E P A S S I O N T E C H N O L O G Y www.tugraz.at Support of Video-Based Lectures with Interactions Josef Wachtler and Martin Ebner ZID - Social Learning - TU Graz EDMEDIA 2014
- 2. 2 Support of Video-Based Lectures with Interactions Content 1. Motivation 2. Implementation of a Prototype 3. First Evaluation 4. Conclusion and Outlook Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 3. 3 Support of Video-Based Lectures with Interactions Graz, University of Technology Europe, Austria, Graz http://www.tugraz.at Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 4. 4 Motivation Videos for Teaching learning-videos are more and more used in classrooms and lecture theaters only consuming character the maxim ” TV is easy and book is hard“ (Salmon, 1984) described that multimedia is over estimated in concerns of learning success the learning success differs in no way compared to learning with a book due to MOOCS (Massive Open Online Courses) videos are giving a kind of comeback Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 5. 5 Motivation Why Interactions? missing interactions are leading to passive learners and to a much more surficial work avoid that learners become tired or annoyed increase the attention and the contribution feedback for teachers: Is it possible for the learners to follow the content? Is the speed appropriate? ... Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 6. 6 Implementation of a Prototype Overview LIVE Interaction in Virtual learning Environments Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 7. 7 Implementation of a Prototype Interactions during a Video Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 8. 8 Implementation of a Prototype Core-Components usermanagement registration and authentication learners, teachers and administrators eventmanagement on-demand video or live-broadcasting create, edit, analyse, ... Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 9. 9 Implementation of a Prototype Interactions interactions are grouped to interaction-methods each interaction-method has a type: 1. automatically invoked methods of interaction 2. lecturer-started methods of interaction 3. attendee-invoked methods of interactions 4. planed methods of interaction start their interactions at predefined positions Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 10. 10 Implementation of a Prototype Interaction-methods of Type 1 Welcome: explains the usage of the interactions to the attendees at the beginning of an event Simple Questions: Asks some simple questions to students automatically. Solve Captcha: Displays a simple captcha to students to solve. Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 11. 11 Implementation of a Prototype Interaction-method of Type 2 Ask Students: The teacher can ask a question to students and read their answers. Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 12. 12 Implementation of a Prototype Interaction-methods of Type 3 Ask Teacher: Students can ask a question to the teacher and read his answer. Set Attention: Students can set their current level of attention. Report a Technical Problem: Students are able to report a technical problem to the teacher. Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 13. 13 Implementation of a Prototype Interaction-method of Type 4 Planed Multiple-Choice Questions: Students get multiple-choice questions at predefined positions. Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 14. 14 Implementation of a Prototype Planed Multiple-Choice Questions pre-event planning of the questions Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 15. 15 Implementation of a Prototype Planed Multiple-Choice Questions showing the question Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 16. 16 Implementation of a Prototype Planed Multiple-Choice Questions analysis of all questions and attendees Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 17. 17 Implementation of a Prototype Planed Multiple-Choice Questions answers of one attendee Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 18. 18 Implementation of a Prototype Global Analysis analysis of the joined-timespans Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 19. 19 Implementation of a Prototype Global Analysis analysis of the attention with a computed attention-level consists of the reaction-time of the interactions and the values set by the attendee maxim: if the attendee reacts slower the attention-level decreases Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 20. 20 First Evaluation Overview used at “Learning in the Net: From possible and feasible things” at the Karl-Franzens University of Graz 8 videos, each has a length of approximately 10 min. exemplary occurrence of the interactions: Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 21. 21 First Evaluation Number of Attendees Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 22. 22 First Evaluation 1. Multiple-Choice Question Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 23. 23 First Evaluation 2. Multiple-Choice Question Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 24. 24 First Evaluation General Feedback content-related questions are the most valuable ones general questions are sometimes confusing the welcome-interaction improves this issue many different possibilities of analysis are very interesting Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 25. 25 Conclusion and Outlook Conclusion and Outlook interactions during videos help to support the attention and contribution content-related multiple-choice questions detailed possibilities of analysis further research is required to analyze the impacts of the interactions on learning and teaching Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014
- 26. 26 Thank you ... ... for your attention! Questions? Josef Wachtler, josef.wachtler@tugraz.at Martin Ebner, martin.ebner@tugraz.at ZID – “Social Learning” Graz, University of Technology M¨unzgrabenstraße 35A, A-8010 Graz http://elearningblog.tugraz.at Josef Wachtler and Martin Ebner , ZID - Social Learning - TU Graz EDMEDIA 2014