Faculty are increasingly expected to add videos in online, blended, and face-to-face courses. The 1-5-1-3 model is a practical instructional framework that faculty can use to create meaningful and relevant 10-minute videos. In this session, the author will introduce the model and invite participants to complete a short exercise.
Faculty are increasingly expected to add video to their teaching tool kit, not just in online and blended courses but to also supplement the classroom experience in face-to-face courses. They may not always have technical and instructional design support from their institutions and are very often creating Do-It-Yourself (DIY) videos using a web/phone camera in their basement or office. Good online course design also calls for recording just in time videos for feedback and facilitation, which means that faculty may have to record a video on short notice. In such situations, having a framework to plan the video is most useful in creating an engaging experience for the viewers. In this workshop, the author will begin with a summary of a literature review of existing published material about video engagement, video production, and video lecture design. Based on an analysis of existing frameworks, the author will then highlight gaps in available video design frameworks and propose the 1-5-1-3 model for creating engaging, meaningful, and relevant 10-minute videos. The author will also show how the 1-5-1-3 model is based on sound pedagogical principles.
Workshop Learning Outcomes
On completing this workshop, participants will be able to:
- List published literature about engagement and learning in video lectures.
- Use the 1-5-1-3 model to plan, design, and record engaging video lectures.
Workshop Structure
- Literature Review: 10 minutes
(This is a sample list. A more thorough list with a highlight of findings will be shared during the workshop.)
- Guo, P., Kim J., & R. Rubin, How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos, 2014. http://pgbovine.net/publications/
- Konstantinos Chorianopoulos and Michail N. Giannakos. 2013. Usability design for video lectures. In Proceedings of the 11th european conference on Interactive TV and video (EuroITV '13). ACM, New York, NY, USA, 163-164. DOI=http://dx.doi.org/10.1145/2465958.2465982
- Chih-Ming Chen, Chung-Hsin Wu, Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance, Computers & Education, Volume 80, January 2015, Pages 108-121, ISSN 0360-1315, http://dx.doi.org/10.1016/j.compedu.2014.08.015.
- http://www.sciencedirect.com/science/article/pii/S0360131514001961
- Discussion: 10 minutes
The audience will be invited to share their engagement experience with video lectures as consumers/creators/support. At the end of the discussion, the author will highlight common issues/problems associated with video lectures.
- 1-5-1-3 Model: 15 minutes
The author will introduce the 1-5-1-3 model. This model was created to address some of the problems the author faced while helping faculty record video lectures. The author will share the underlying pedagogical principles used to create the model and share examples of videos recorded using this model. Participants will be invited to share their first impressions and feedback with the author.
- Conclusion: 10 minutes
The author will conclude the workshop with next steps identified to further research the model and make improvements to it.