Educational video can be engaging and support student learning objectives in the physical as well as the virtual classroom. Despite the upside, educational video can also detract from positive learning experiences if not deployed with best practices in mind.

In a recent paper “How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos” Philip J. Guo, Juho Kim, and Rob Rubin explore best practices in educational video. They highlight seven major findings and recommendations. The first highlighted aspect is that student engagement drops drastically if a video is longer than 6 minutes.

To view all of their findings and recommendations in the full article, select here.

To see how educational video can be used in your course, please contact the Fisher ITS Helpdesk.

Source:

PGBovine.net (2014, March). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. Retrieved from http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf

The learning objective is the basis for Instructional Design. Bloom’s Taxonomy is a classification system for learning objectives that can aide in the design of goals and objectives.

Iowa State University has created an interactive model for Bloom’s Taxonomy that blends a cognitive process with knowledge acquisition. The model does a fantastic job of offering example learning objectives for each intersection.

To view the full model, please select here.

To learn more about Bloom’s Taxonomy, learning objectives, and instructional design, please contact the Fisher ITS Help Desk.

Robert Talbert, an educator who has been previously highlighted in this blog about his experience with the “Flipped Classroom,” has shared four key findings about his experience the he wished he would have known before his “flipping” experience.

Robert’s four key findings are:

1. “The flipped classroom has many benefits for students – but, students will not always understand those benefits automatically” (The Chronicle, 2014).
2. “The biggest problem students have with the flipped classroom has nothing to do with the content of the course, but rather it’s simple time and task management” (The Chronicle, 2014).
3. “The flipped classroom entails significantly more work at the beginning than a traditional classroom” (The Chronicle, 2014).
4. “The flipped classroom’s success depends on communication” (The Chronicle, 2014).

The full article including an analysis of the findings can be found on The Chronicle of Higher Education.

To learn more about the “Flipped Classroom,” please contact the Fisher ITS Helpdesk.

Source:

The Chronicle (2014, June). Four things I wish I’d known about the flipped classroom.
Retrieved from http://chronicle.com/blognetwork/castingoutnines/2014/06/05/four-things-i-wish-id-known-about-the-flipped-classroom/?cid=at&utm_source=at&utm_medium=en

The teaching strategy of having students learn content outside of the classroom so that classroom time is free for active learning has continued to gain popularity and is most commonly referred to as “Flipping” the classroom. Sophia and The Flipped Learning Network teamed up to create an infographic detailing the rapid growth of the “Flipped Classroom” concept.

Among numerous facts and figures detailed, one of the most telling is told early in the graphic. In 2012, 73% of teachers had heard of the “Flipped Classroom” and in 2014 the percentage grew to 96% (Sophia, 2014). Likewise, in 2012 48% of teachers had tried a “Flipped” lesson, while in 2014 that percentage grew to 78% (Sophia, 2014).

The entire Infographic is available here.

To learn how to “Flip” your classroom, please contact the Fisher ITS Helpdesk.

Source:

Sophia (2014, May). Growth in Flipped Learning.

Retrieved from http://www.sophia.org/flipped-classroom-survey?utm_source=sophia&utm_medium=email&utm_content=5.20.14&utm_campaign=infographic