Purdue University is using an interactive video quizzing tool in both online and face-to-face classes. The presenter will talk about why Purdue University chose to use video quizzing tool and how the pilot process proceed. The audience of this presentation will be invited to experience a question-embedded interactive video. The presenter will show the learning outcome analytics to the audience and explain how it can be used to encourage learning in both face to face and online learning settings.
Using Interactive Videos in Higher Education
Interactive video is considered to be an effective method in delivering learning materials in multiple learning environments. Researchers point out that student self-paced information processing makes interactive video more effective than other learning materials in online learning settings (Merkt, Weigand, Heier, & Schwan, 2011). In University X, instructional videos have been used in different learning settings. Most of these videos are pre-recorded lecture/instructions, which are used as required learning tasks for preview and overview of specific topics. However, faculty wanted to find a tool that would allow them to embed assessment into the video. Similar tools available were not accessible for screen readers, so a new tool had to be found.
Choosing an Interactive Video Tool
University X has a big number of undergraduate students and international students. With regard to this situation and the aforementioned instructional video use in this university, an interactive video tool needs to include the following features: 1) allow closed caption; 2) allow embedding instructions, comments, interactive communications, and assessments to help with student self-spaced learning; 3) force watching without skipping any parts of the video; 4) include assessment analytics.
Based on these considerations, University X chose an interactive tool that has powerful assessment capabilities. It allows the instructor to incorporate varied formative and summative assessments and interactive elements such as Google maps. Students and faculty can communicate via audio, video, images and text. Powerful analytics allow faculty to use formative assessments to individualize learning and optimize class time by focusing on commonly-misunderstood information. Instructors may provide immediate reinforcement for correct answers, and incorrect answers can direct students to the answer within the video. These varied learning techniques and powerful analytics provide the instructor with a means to meet more learners where they are at and encourage them to grow.
On the other hand, to effectively use this tool in classes, the university had to consider faculty time constraints. According to our research, instructors report the main barriers to video use in higher education are course development time and professional development in the technology (Leahy, 2015). As a result, University X developed a plan to support faculty with the professional development associated with adopting an interactive video platform; and provide suggestions for reducing development time by incorporating already-created content.
Pilot
After making decisions on procurement, a pilot group was set up for Fall 2017. The security check and accessibility check were completed before the end of 2017. At the beginning of Spring 2018, this tool was successfully embedded in the university learning management system and was made ready for faculty to use.
An announcement of this interactive video tool was made by the distance/online education department at University X in the beginning of 2018. The onboarding learning materials and knowledge-based articles about this tool were published on the IT department website. In addition, the pilot group introduced this tool at two campus-wide events to faculty before the end of Fall 2017 and at the beginning of Spring 2018. One of the pilot group members demonstrated the tool and invited faculty to experience it. The pilot group received more than 50 requests for an interactive video account after the two events.
Meanwhile, the pilot team worked with instructional designers to find potential faculty users of this tool and provide one-on-one consultations to the users. Given video creation and development is time consuming, we did not expect faculty to start implementing it immediately. Instead, most intended to build the video content during summer for use in Fall 2018. The presentation will include the faculty and support processes associated with the implementation and include lessons learned.
References:
Leahy, S. M. (2015). Faculty Uses and Perceptions of Video in Higher Education Online Courses. Dissertation submitted to Michigan State University.
Merkt, M., Weigand, S., Heier, A., Schwan, S. (2011). Learning with videos vs. learning with print: the role of interactive features. Learning and Instruction. 21(2011), 687-704