Amy Severson

Sylvia, 

I feel your pain in terms of the raw, unpracticed, and unedited video. And yet. If it increases access to the material? It think it's a balance in terms of what is practical or feasible. 

I lived in Whitehorse for a year in 1997, and I have many fond memories of my time there (even the winter!)

 

Cheers,

Amy

Hello, 

Many years ago, I worked at SFU, purchasing and booking videos for university instructors to use the classroom. I'm now at ACT - Autism Community Training, and we video some of our presentations so that we can put them online. 

These two very different experiences got me thinking about video - not the "how to record and edit", but the "why bother" half of the discussion. 

How do you currently use video in your teaching, or how have you seen it used? You might wish to dicuss your objectives, contraints and priorities. 

My answer: We're currently taping day-long events, which run a total of about 6 talking hours. We break that into four chunks that follow the actual talking time, broken up by coffee breaks and lunch. This makes it easier for our editor to identify where the breaks are and makes the editing cheaper. We host the videos in our instance of Moodle and charge our users a nominal fee to access the videos. We chose to record because our potential audience is all over BC, and attending face to face workshops isn't feasible. It's our beginning steps to making our training opportunities more accessible, but of course in a cost effective manner!  (www.actcommunity.net/videos)

 

Thanks for sharing, 

 

Amy

 

I noticed that in Deirdre's examples from the medical school that some of the videos were on You Tube. We keep ours behind a login. What are some of the discussions you've had over how to host and present videos online? Which is your priority, privacy or accessiblity?

 

We keep ours behind authentication in part because we charge money for the access. We're a not for profit, and editing is expensive for us! In addition, some of our videos have sensitive material (recordings of children who are acting out, or have sleep disturbances, for example) and we want to protect their privacy.

Thanks for getting us started with some examples, Deirdre! 

 

We share some previews from our videos: http://www.actcommunity.net/autism-education/act-online-videos/77-mental-health-and-individuals-with-asd.html - as you can see, it's the simple recording from a podium, but it does provide access that otherwise wouldn't be there! 

 

When I was at the eLearning showcase at the Justice Institute a few months ago, one of the presentations was on instructional video for a cooking school. Now I LOVE this technology, but the presenter also said they'd invested something like a million dollars in creating the technology: http://rouxbe.com/cooking-school there are a few intro videos there to give you an idea. 

I logged in with my Twitter account and I'm wondering if it mined my Twitter feed for instant recommendations (or does it just recommend the New Yorker be default? grin).

So the idea behind Hutch is it's predictive power - I can see this harnessed to be a powerful assessment tool. As you answer questions correctly, incorrectly, or in a specific manner, a student could get new questions that were tailored to reinforce "correct" knowledge, and if you get an answer wrong, you get a new question that is on the same topic or approach that is slightly easier, to get you back on track.

Hmm. I think I'm rambling. But this could be an example of mastery learning. It would take a lot of time to set up, but perhaps the system could learn itself based on which questions students get right or wrong.