New Home Forums Course Ideas & Outlines More than "video lectures" and "time watched"

5 replies, 4 voices Last updated by  Bradley Morris 6 years ago
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  • #23880

    Dr.Wayne Buckhanan
    Adventurer
    @waynebuckhanan

    Ran across this article today and thought it might prompt some good conversation over here.

    Why My MOOC is Not Built on Video

    The premise is that video lectures have a place, but it is a very small place and it should not be our “default” mode of communication if we want deep learning to occur. While the GEA style courses are focused on transformation, not necessarily deep learning, it is probably even *more* important to avoid lectures!

    The author’s other main point was about production values not increasing the amount learned. I think that Khan Academy shows that point quite well. I think the place where I would argue against her dismissal of good production value is in engagement.

    The only place that “engagement” stood out to me in that article was in a dismissive comment about MOOCs measuring engagement as hours of video watched and number of clicks. I agree that those are poor measures of engagement. We are wanting *real* engagement between our participants and our material, but more importantly connecting “them” to “us” in order for the transformation to happen.

    Apparently, I need to finish my current course on selling so I can pump out the next course on engaging right and left brain modes through out the whole experiential learning cycle! It was the first place I saw the traditional “lecture and homework” model relegated to a tiny slice of the whole learning experience to be facilitated. The short version is meet people in their existing experiences, connect those to the concepts you’re working with, then coach them through the process of connecting the classic “lecture and homework” back to their lives and future experiences.

    So, the question becomes:

    What are you doing to break out of the video lecture pattern?!

    (Hopefully journaling and sharing around the campfires as you come up with those wild and crazy ideas!)

    #23883

    Lisa R
    Adventurer
    @lisa.russell

    Given my discomfort with videos I am so interested to see how this conversation develops!

    Great thread buddy. I absolutely agree that there is more than one way to create engagement in lesson materials. I think variety is key. Although it’s important to establish a pattern to the learning so that learners know what to expect, we need to mix it up within that. Thanks for reminding me of this just when I’m getting my lesson plans and delivery methods down on paper – great timing!

    In my previous online learning job we were really careful to add variety to our materials. Learners needed to hear or see a concept multiple times in multiple formats before that learning was really established. So, in that sense, relying too heavily on any one delivery method isn’t going to be as effective as relying on a variety of them. However, video is an important part of that mix, when done well, as Andy and Brad have demonstrated – it’s such a unique format and it’s the closest you can get in the online world to being physically in front of the learner; it’s just unfortunate that it can add such expense to course production! And, to connect to another thread here in the campfires, gamification adds a whole new level to it all.

    Isn’t there an old saying in education (no idea where it came from) that in teaching you need to “tell’em what you’re gonna tell ’em, tell ’em, then tell ’em what you told ’em”, in order to get something to really sink in? In online learning you definitely need to “tell ’em” in lots of different ways to reinforce the learning.

    Really looking forward to hearing other people’s thoughts on this topic…

    ūüôā

    #24059

    Bradley Morris
    Mountain Guide
    @bradleytmorris

    This is a really cool conversation Dr. W.

    I definitely agree, there are more than just ‘video lectures’ to get a lesson across. I’m grateful for the day we¬†realized talking head lectures weren’t how we would’ve wanted to learn… or¬†more truthfully, we couldn’t learn from them. We just didn’t have the attention spans.

    To that¬†I’d say: know your audiences attention span.¬†
    Ask yourself if you’d have the attention span to watch what you’re creating (or planning).
    If yes, great, go for it and do it as well as you can.

    If no, then it’s time to figure out what mediums you can use to get the message across in a way that it sinks in all the way.

    i”m loving seeing people play with the DIY animation programs. I find those to be extremely effective teaching tools.

    We live in an era of entertainment and so using that knowledge to our advantage as we craft our learning experiences will be useful! Doing¬†what we’ve done with our videos is only “expensive”¬†when you don’t have a team¬†@lisa.russell.¬†There are always creative ways to get talented people on board with supporting your vision ūüėČ

    I am also really curious what other people come up with @waynebuckhanan. This is all just an experiment. We just happen  to have done some things really well that all you folks love!

    Don’t be afraid to try stuff. It’s the only way we’ll know what works.

    #24063

    Dr.Wayne Buckhanan
    Adventurer
    @waynebuckhanan

    Yes, yes. “Repetition is the mother of skill” is another of those loverly truisms, Lisa.

    And the question of attention span is also as much a function of what and how we are saying it than just who we are talking with… Which suggests that we be excited about our content and the transformations our tribe will experience as well as experimenting with how we facilitate those transformations.

    I’m finding myself leaning into the opportunity to do “real” screenwriting with the “lecture” being subsumed by the character development happening on screen. Over the years, I’ve toyed with the idea of writing a self-development metaphor movie. I certainly didn’t expect it to happen as part of this adventure.

    It is great how these things come together. I’m finding things like writing and 3D animation happening *in* the process, not just as hobbies I could pursue *after* the process frees up time and energy (eventually, maybe)! It certaibly changes the nature of the work!

    #24150

    Darla Antoine
    Adventurer
    @Darla

    Love this! I think it’s worth remembering the four different styles of learning when it comes to planning your ecourse. There’s auditory (audio lectures, obv.), visual (video/in-person lectures), tactile (gotta be able to touch it– using a workbook/writing would fall into this category) and kinesthetic (learn by moving or doing). Ideally, you’ll incorporate a bit of each into your program. I’m a tactile/kinesthetic learner and video lectures are my least favorite. I’ve passed on entire courses because they were video based. I like audio because I can do things (kinesthetic) while I listen to them but I also appreciate transcripts or cliff notes so I can expand on them with my own thoughts and conclusions (tactile).

     

    #24434

    Bradley Morris
    Mountain Guide
    @bradleytmorris

    This is a great point¬†@Darla! I’m curious if how you are building your course caters to people who are more like you OR how do you envision yourself serving all 4 types?

    Any thoughts on how WE could better cater to all four learning styles with the Great eCourse Adventure? Definitely figuring that part out ourselves.

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