In this short video, number two of three in a series on the textbook ELearning and the Science of Instruction by Ruth Covlin Clark & Richard E. Mayer, Dann Hurlbert digs into how these important concepts should impact instructional video production. The book is an in-depth, research-based look into best practices surrounding using audio and visuals in e-learning. Elearning is only a part of its application, though. These principles are also highly applicable for those creating instructional videos for flipped classrooms or other hybrid teaching styles. In this second video, Dann reports that, while audio is easy to produce, it’s often less effective. He also provides some insight on how you can easily supplement your audio to create more engaging and effective content. To learn more about Dann and Carleton College’s Academic Technology department, visit https://www.carleton.edu/academic-technology/aboutus/
I recently came across some great instructor videos by a guy who goes by Professor Dave. He’s actually a Carleton grad, and his videos (on lots of science-related topics) are well developed, attractive, and engaging. Instructors who connect an assessment to these videos could easily have some great learning with Professor Dave! Dave’s style also gives some cool ideas of how instructors can film and produce their own instructional videos! –dann
Effective instructional videos can vary in style. This short video, inspired by an Arizona State University study, reveals preferences and effectiveness in two different styles:
Should you teach to the camera/viewer or
Should you teach a student who is also on camera and film that interaction?
This video featuring Dann Hurlbert, Carleton College’s Media & Design Guru succinctly recaps a 2018 study from ASU’s Katelyn M Cooper, Lu Ding, Michelle Stephens, Michelene T. H. Chi, and Sara E Brownell.
How important is it for instructors to include their own faces when creating instructional videos? The answer might surprise you. Dann Hurlbert, Carleton College’s Media & Design Guru (and an actor, director, and inventor of the Little Prompter) leans on research and his own expertise to offer guidance.
I’m already excited to be a part of the team hosting this Instructional Video Workshop at Carleton in late July! Attendees will not only take-way a concrete and replicable process for creating process, but they’ll create [at least] 3 Instructional Videos they can start using right away. The seats filled-up so fast, there is no doubt we’ll be doing more of these in the future! More information on the workshop itself is available here. And if you’d like to be notified when we host another one, please complete this short form. — dann
Dann Hurlbert, Carleton College’s Media and Design Guru provides an overview of Matt Bowman’s article in Forbes Magazine about video marketing in business. There is a reason businesses are using more video: it’s working. It can work well in education, too. Take a moment to reflect on Matt’s article — and nibble on the possibilities video can provide educators by watching this:
Even for schools that don’t see themselves as “online” institutions, there are ways to gradually get started teaching online courses. In this video, Dann Hurlbert of Carleton College’s Academic Technology walks viewers through some research on and tips for getting started.
Special Thanks to Yiwen Lou for her work on this video.
Hey Folks, spring is on us. Here is a little of what I’ve been up to, and what I’m looking forward to.
Leaning on my MFA in Digital Cinema and 15 years of teaching experience, I’ve designed a stand-alone two credit course focused on Civic Engagement and Documentary Filmmaking that I’ll be co-teaching with the impressive Palmar Alvarez-Blanco here at Carleton. The curriculum can actually be coupled with nearly any course, pairing students with community organizations that need greater support and visibility. Students will spend the term researching, meeting with, and interviewing members of these community organizations, and then . . . giving a tangible video resource back to that community organization. We’ll cover topics such as bias recognition, visual storytelling strategies, interview techniques, non-linear editing, and social media marketing. This is going to be a fun and engaging class that results in rich civic engagement, valuable documentary filmmaking experience, and a concrete and useful video for several community organizations.
I’m also going to hit the road this spring presenting at conferences including OLC, the Online Learning Consortium, in Nashville Tennessee and at Innovate! Teaching with Technology conference at the University of Minnesota Morris. I’ll be presenting sessions on Planning, Producing, and Evaluating Instructional Video, and Creating Effective Instructional Videos, and I’ll be co-leading a discussion on Online Teaching and Learning for Small Liberal Arts Schools with my colleagues Janet Russell and Andrew Wilson.
Spring is also exciting because one of my personal projects–a compact teleprompter I call the Little Prompter, is ready to hit the market. Over the past year, I worked with a creative and crafty colleague on the design (Thanks, Eric Mistry up at St. Scholastica!); I then ran a successful fundraising campaign to get it manufactured, and am now ready to market and sell it. The Little Prompter is more than just a pet-project, too. It’s got great pedagogical value. Even for experienced instructors, delivering a lesson on camera can be a little intimidating–and even minor discomfort and hesitation on camera can greatly impact how a viewer perceives the speaker and how long a viewer stays engaged with the content. Now, with the Little Prompter and a little pre-planning, faculty can flawlessly deliver their lesson directly into the camera—improving eye-contact and viewer retention. Faculty here at Carleton (and around the world) can learn more about the Little Prompter—and even order one for yourself at www.littleprompter.com.
In late July, I attended and presented at the Minnesota eLearning Summit 2016 at the Minneapolis Community and Technical College. My presentation, Writing with Light: Building A Low-Cost Lightboard at Carleton College, was selected as a session. I’ve embedded a screencast of it below, as well as on YouTube. Here’s how my conference went, as a story in annotated tweets…
I was selected as one of the speakers for the summit and chose to speak on the Lightboard, which we designed and built at Carleton College. Our Lightboard is notable for its very low cost and ease of use.
It was thrilling to see Randy Bass speak again. He came to Carleton last fall and gave an engaging and thrilling set of talks, inspiring us to think about the future of education and our roles within it.
If we were designing higher education for this moment in history, what would it look like? –@RandyBassGU#mnsummit2016
The power of scale as it affects technology and education cannot be underestimated. We can use this scale to great advantage. We must also be careful of how scale can overwhelm.
ePortfolios: most important is that they connect disparate sectors of a student’s education. –@RandyBassGU#mnsummit2016
My excitement went into overdrive went Dr. Bass started talking about ePortfolios. This is an area of intense interest for me. Dr. Bass had some very interesting data on ePortfolios.
Most impressive was the correlation between use of an ePortfolio and retention. It seems like students who use the ePortfolios to reflect on their work and themselves take more away from lessons.
Knowledge of the Domain, World, and Yourself… What every course should teach… @RandyBassGU#mnsummit2016
Finally, Dr. Bass ended with an appeal to have every course teach three things: knowledge of the Domain, knowledge of the World, and Knowledge of Oneself. These three overlap to create an transformative learning experience.
Then it was time for the Lightboard! I had an engaged group who really enjoyed getting the details on how our Lightboard functions and playing with the scale model I brought with me.
Next I attended a fantastic talk on various ways to use Google apps, such as docs and forms, to enhance the classroom experience. Wendy gave an engaging, well-organized presentation.
Great tip from @wwolfe105 – Search Google Images using “site:.gov” to find high quality public domain images. #mnsummit2016
Next, I saw a short presentation on informed course design. This was very interesting as they emphasized the need for teams to be comprised of diverse perspectives in order to better meet learners.
There is big money in the LMS sector. It’s impressive to think about and we should be pretty thoughtful about why so much money is funnelling towards it.
Often, straight-up lecture is not the best way to convey information. This is especially true for online classes, but we can take ideas of working around this and apply it to the classroom as well.
"Scavenger learning" – send students out to discover answers with well-designed questions. #mnsummit2016
Creating and sharing resources is a major component of online learning and teaching. We can take that culture and bring it to the traditional classroom.
This is a great thing for instructors to remember. Different students learn in different ways. If you engage them on all fronts, they’ll have a better chance of retaining knowledge.
…and then we were done! This was a great conference. I met and interacted with some passionate educators and other academic technologists. There are so many impressive and incredible things happening in this space. It makes me excited for the future of education.
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