Video based learning

5 Essentials of Effective Video Based LearningTo view presenter notes in the SlideShare presentation, click the tab next to the 'Comments'.
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Designing video based learning
It is easy to shoot a video with the latest cameras, mobile phones and other gadgets and share it online
by publishing on social media channels. However, effectiveness of video based content  depends on a clear design and well thought out strategy for production and post-production - both synchronous and asynchronous. Watch this presentation to see how the Khan Academy is reinventing education with the help of videos. Some important points we need to consider here:
  • Detailed plan for video, rationale for using video, total cost of production and post-production, professional expertise/technical skills of team members
  • Script or storyboard for desired content with details on shooting, audio recording, dialogues or narrative text, location and so on
  • Production with the right camera, posture, lighting, re-takes
  • Appropriate post-production process using the right tools, editing, audio integration, compression and rendering in the desired format and file size without compromising on quality
  • Publishing the video on the server, LCMS, YouTube or other web based platforms
In this two-part article, Stephen Haskin provides informative insights on the myths about video in e-learning. Click here to view part 1 and part 2.
 
Extract from the book: Chapter ... (section on video based content development)
Video recording may not sound like it is specialised, because as amateurs we have recorded video from cameras,
mobile phones and other digital gadgets. When it is not done professionally, video may not be of the desirable quality
and format. To ensure quality output, video should be recorded under professional guidance, preferably in a studio.
In case this is not possible, the following parameters can serve as basic guidelines
  • Use a 3CCD camera with proper lighting under professional guidance
  • An external microphone should be used in order to get the best audio output, even though video cameras come with built-in microphones.
  • The audio quality should be monitored using a headphone; this should be done while the recording is in progress.
  • A tripod is essential for stable and consistent video in a close-up mode.
  • 'Long shot' and constant 'zoom in and out' should be avoided as the video is mostly shown in a small window when it is played on the Web.
  • The background should be kept simple and plain, so as to avoid distracting the learner.
  • Recorded videos can be used as content for other learning programmes by “chunking” the files and editing them according to the course design.
Post production
Video files are compressed after editing for reducing the file and frame size. The frame size depends on the size of the window in which it will play. Since video files are large files because of the frame rate, a codec (compression and decompression) of the video is done without losing out on the quality aspects. Raw digital video in .avi or mpeg or
 Quicktime format is imported into Flash and converted into .flv files. This can be played on the Web or packaged
as a CD or DVD or played from ‘YouTube’. These files are generally deployed on a streaming server to facilitate better download even at slow speeds. Proprietary tools like Adobe Premier and Presenter are used to edit and deliver video.
Synchronous development
In live or synchronous e-learning, the development and delivery take place almost simultaneously. This poses a different kind of challenge, since the presenter should be able to edit or modify the content ‘on the fly’ i.e, when a live session is in progress.
Here, the pre-production activities are of greater importance, since more time and effort are required for systematic planning and choice of tool for the delivery of the lecture or presentation. The presenter should be trained in using tools like Whiteboard and synchronous collaboration tools (See Chapter 9, section on virtual classroom). The presentation can be developed before the actual session by considering the following points:
  • Chunking and structuring the content
  • Developing appropriate visual elements
  • Choosing the right template or designing a custom template
  • Writing the text for each slide by following the word limit
  • Preparing lecture notes or presentation notes for each slide
  • Editing or modifying existing slides
  • Timing the presentation for each slide
  • Preparing a list of interactive questions
  • Developing listening skills
  • Rehearsals, when it is a live video-based presentation
  • Facing the camera, voice modulation
 

 

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