Optimal Video Length for Student Engagement

For those persons using or considering using online video lectures in their courses, as occurs for example in "flipped classroom" or other models of blended learning,  you may be interested in this post (https://www.edx.org/blog/optimal-video-length-student/1239)  in which Philip Guo, an assistant professor of Computer Science at the University of Rochester whose main research interests are in human-computer interaction and online education, shares preliminary results about video usage in blended or online courses.  The post is based on findings published in a Wall Street Journal article, An Early Report Card on Massive Open Online Courses, obtained from initial analyses of a few math and science courses on the edX system.  The findings seem to support what is currently recommended as best practice for use of instructional video.

Guo reports that the data suggest "The optimal video length is 6 minutes or shorter -- students watched most of the way through these short videos. In fact, the average engagement time of any video maxes out at 6 minutes, regardless of its length. And engagement times decrease as videos lengthen: For instance, on average students spent around 3 minutes on videos that are longer than 12 minutes, which means that they engaged with less than a quarter of the content. Finally, certificate-earning students engaged more with videos, presumably because they had greater motivation to learn the material."

Guo ends with a "take-home message for instructors" using or thinking about using videos in their classes, as occurs for example in "flipped classroom" approaches or other models of blended learning.  The message is that in order to maximize student engagement, video lectures should be broken up into small, bite-sized pieces.

Are MOOCS a Good Alternative to Text Books? This Prof Thinks So

There has been a lot of hype about massive open online courses (MOOCs) and their future place in higher education.  While some trumpet MOOCS as the great transformer of all that is wrong in higher ed, or the great leveler of the playing field, others point to some of the delivery format's current short-comings, such as the low completion rates, as "proof" of long-term failure, and others still choose to ignore these developments completely, perhaps at their peril.

Then there are those who have chosen to embrace MOOCS on their own terms, to explore the possible nexus between the traditional and new.  Panagiotis Tsigaris, a professor and chair of the Department of Economics at Thompson Rivers University, Canada is one such person.  In this Times Higher Ed article entitled MOOCS are a Good Alternative to Books, http://www.timeshighereducation.co.uk/comment/opinion/moocs-are-a-good-alternative-to-books/2008345.article, Tsigaris reaches the conclusion that MOOCS can be a positive addition to his courses.

"There is no question in my mind that the printed textbook will die out soon. In Canada, British Columbia is taking the lead as the first province to offer students free access to online textbooks for the 40 most popular post-secondary courses next year. However, I also think it is important to accommodate different student needs – so now I plan to offer “à la carte” course materials. Students will have the choice of buying a textbook – either printed or electronic – or using free online educational resources. My guess is that most students will choose the latter, since, as my experience has shown, they are similar enough to be considered almost perfect substitutes for traditional textbooks."

In response to the article, one reader, commented:

"I think that this is a terrific article that expresses the growing trend of MOOCs and education in general. I am currently a student taking online Master's courses. What has been somewhat unsatisfying to me is the approach taking by many professors. It is the same approach that you would see from classroom lectures. I like the idea of integrating MOOCs and other online resources to change the learning process, similar to what is described in the article. I have found myself searching for my own alternative forms of learning through sites mentioned in the article as well as other ones such as www.CourseWorld.org in order to shift away from strictly reading. I hope that more teachers will take this approach in the future as well."

 What do YOU think?

The Teaching Prof Says Give Students a Choice in Assignments and Boost Creativity and Motivation

"Dan Pink, in his 2006 book A Whole New Mind: Why Right Brainers Will Rule the Future, indicates that autonomy, mastery, and purpose are qualities that motivate learners and result in achievement. Isn’t this what we desire for our students? When students are asked to interpret, construct, and demonstrate their own concepts or ideas regarding specific course concepts from a selection of product or performance options, content retention, commitment, motivation, and creativity increase. At least that’s what’s happened in my courses, and those outcomes are consistent with the principles of effective course design."

Looking for workable ideas for increasing student engagement and meaning-making? In this article, the "Teaching Professor" shows what can happen when students get to choose.  If you have any experiences of your own to share, add a comment!

Inquiry Provides a Framework for Learning

"To become independent learners, students must gain not only the skills but also the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies. Combined, these four elements build a learner who can thrive in a complex information environment."

"Learning has a social context: Learning is enhanced by opportunities to share and learn with others. Students need to develop skills in sharing knowledge and learning with others, both in face-to-face situations and through technology."
American Association of School Librarians 

Elearning tools than support the development of these 21st century skills include: journal, discussion forum, wiki, quiz, feedback.

We in the EMS unit of the Centre for Excellence in Teaching and Learning produced this short video as a tribute to the founding fathers of the UWI Cave Hill Campus, on the occasion of the 50th Anniversary of the Campus  (1963-2013).  ENJOY! 


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How Does Online Learn By Doing ACTUALLY Work?

Learning by doing or active learning has become a buzzword at levels of education in recent decades, driven by the findings of cognitive science and the spread of constructivist learning theories which posit that people generally learn better when they are actively involved in the process, and when learning is made relevant and authentic through activities that allow students to apply learning to real life problems and situations.

Also a major feature of education today is online and blended delivery aimed at improving learning outcomes, reducing costs and catering to increasing demand for flexibility of access, particular in higher education.  For many institutions, marrying these two imperatives, active learning and online learning, has proven challenging.  In this short video, Carnegie Mellon West Coast Campus demonstrates how it is done.  The featured programme is supported by experienced faculty who serve as mentors.  They have abandoned the traditional approach to delivery, they say, in favour of the online learning-by-doing approach in order to help their students become independent thinkers.

After you have watched the video, drop me a comment to share your thoughts.
 here is the link to the video http://www.rogerschank.com/ .