Designing and Using Videos in Undergraduate Geoscience

Education

Workshop Conveners & StaffKatryn Wiese, City College of San FranciscoDavid McConnell, North Carolina State UniversityMolly Kent, Science Education Resource Center, Carleton College

call-in number: 1-800-704-9804 access code: 538-77-27

Program:

1. Introductions and review of survey resultsKatryn Wiese and David McConnell (10 minutes)

2. Cognitive Theory of Multimedia DesignJohn Bedward (Assistant Professor of Education-STEM, Buena Vista University) (30 minutes)

3. Breakout group discussion and organization (18 minutes)

4. Homework assignments for next month’s session (2 minutes)

5. Break-out groups project work (60 minutes)

USE THE CHAT WINDOW to make comments and ask questions.

We’ll review those and cover some as time allows, but the rest we’ll capture and share through the email

list as a review of this session and as continued discussion prior to the next one.

Who are we?

In this workshop we want to build a community…

Birmingham, ALYuma, AZBakersfield, CABerkeley, CALa Jolla, CASan Francisco, CASan Marcos, CAGrand Junction, COHonolulu, HINampa, IDBourbonnais, ILColumbia, MORaleigh, NCGeneseo, NYOxford, OHPortland, ORMedia, PAMurfreesboro, TNCypress, TXProvo, UTSalt Lake City, UTAuburn, WABellingham, WAPowell, WY

Where do we live and work?

Where are we from?Comprehensive Universities:Brigham Young UniversityWestern Washington UniversityPrivate College:Olivet Nazarene UniversityPublic College:Colorado Mesa UniversityMiddle Tennessee State UniversitySUNY College at GeneseoResearch Universities:Miami University-OxfordNorth Carolina State UniversityUniversity of Alabama at BirminghamUniversity of California-San DiegoUniversity of Hawaii at Manoa/W. OahuUniversity of Missouri-ColumbiaUniversity of UtahTwo-year College:Arizona Western CollegeBakersfield CollegeCity College of San FranciscoCollege of Western IdahoGreen River Community CollegeLone Star College System, TheNorthwest CollegePalomar CollegePenn State Brandywine

Organizations:IRIS ConsortiumScience Education Resource CenterScripps Institution of OceanographyU.S. Geological Survey

Departments:ChemistryChemistry & GeosciencesCivil and Environmental EngineeringEarth ScienceEarth, Space, and Aviation SciencesGeological SciencesGeologyGeology and OceanographyGroundwaterMarine, Earth and Atmospheric SciencesPhysical and Environmental SciencesPhysical ScienceScience and Math

Class size• Min: 1 • Max: 1000• Medians: 20-60

Class types• Face-to-face (21)• Hybrid Online (13)• Fully Online (10) • Other: MOOCs, On-Demand,

Google Hangouts, Digital Textbooks

Who do we teach with our videos? • Undergraduates (BS/BA program) (14)• 2-year-college students (9)• Graduate Students (5)• K-12 Teachers (3)• Lifelong learners (2)• College Teachers (1)• Other: General public• Geoscience Professionals

Years teaching college

• >20 (5)• 11-20 (5)• 7-10 (7)• <5 (4)

What are your interests in this workshop?

• Pedagogical interest (22) • Community interest (15)• Teaching quandary (10) • Career development (9)• Research interest (6)• Colleague suggestion (5)

MULTIPLE CHOICE POLLS

At your best guess, how many of your students do you think prefer to learn material through video (as opposed to textbooks or face-to-face lectures)?1. All of them2. Most of them3. Some of them4. None of them

At what level would you currently rate your video development and design skills?

• Beginner (8)• Amateur (11)• Expert (2)• Future (2)

HOW WE CURRENTLY USE VIDEO IN EDUCATION:

• In class: integrated into lecture or to break up lecture (19) • After class: homework, review, or practice (19) • Before class:

homework and/or to support flipped class (17)• Students make their own videos as homework (7)

Workshop Expectations/Goals/Hopes?

• Make more professional videos (11) – especially when taking video in a variety of settings (classroom, field, lab)

• Get new ideas on how to use video in class and online (7)• Develop effective assignments/lessons that use video (6)

– including creative ways to make video more interactive• Improve software and hardware skills (5) – including

adding new tools/options to the toolbox• Identify more good publicly available video resources (3)• Learn how to handle copyright issues• Identify sources of funding (beyond NSF) • Ensure video satisfies ADA requirements (captioning)• Identify ways that video enhances teaching and research

(and improve integration of these) • Identify common challenges and possible solutions • Get new ideas for where to publish and store videos• Learn time-saving tips for video production• Connect into a network of geoscientists interested in

integrating video and other technologies to support learning.

MULTIPLE ANSWER POLL

GETTING TO KNOW YOU – click on as many answers as apply

Which types of video do you personally enjoy watching:1. Demonstrations2. Videotaped lectures3. Computer animations4. Hand-drawn animations5. Drawing – real time6. Still images with audio7. Story arcs8. Mysteries to solve

BUILDING COMMUNITYSummary results of the registration, survey, and

preliminary discussion are available on the workshop website. We encourage you to refer to this document

over the next three months: http://serc.carleton.edu/NAGTWorkshops/video/work

shop2014/workspace/presurvey.html

Questions?

Cognitive Theory of Multimedia Design

John Bedward, Assistant

Professor of Education-STEM,

Buena Vista University

GROUP WORK INSTRUCTIONS:DO NOT FOLLOW YET!

Ultimate goal: develop resource that can be shared through our growing community of educators designing and using video.

Next month’s session, one designated presenter for each group will have 4 minutes to present your work group progress to the larger group. Later during that same and future sessions, other participants will have a chance to add material to your work group page.

Suggestions:• Add photos and documents (upload files)• Keep text and organization/layout as publish ready as possible, so

it’s easily editable by others, and doesn’t require much rewrite.• Before you sign off at the end of your session (you have an hour),

make plans for any work you want to complete synchronously (another phone call) or asynchronously (coordinated by a lead/editor) over the next month.

• Identify who will be your presenter next month.

MULTIPLE ANSWER POLL

Pick all the workgroup projects in which you are willing to be assigned to a primary role

(you’ll be assigned to one only as primary, but we want to get your preferences first)

1. Case-study template for describing how videos are used in a particular classroom/course (for generating a collection of case studies on how folks are using video)

2. Web page that identifies and links to valuable and effective existing video resources – including descriptions (time, length) that makes them useful

3. Web page that describes best practices of educational video design and use with supporting literature sources and evidence

4. Common assessment that can be used in multiple classes to collect student feedback on aspects of the use of videos

5. Web page reviewing copyright and fair use rules and impacts

ALL areas above will get input from everyone, but one group will be officially IN CHARGE (If you have more ideas for work groups,

email conveners for inclusion in future sessions.)

GROUP WORK INSTRUCTIONSDO NOT FOLLOW YET!

1. Go to workspace page (link in CHAT window, but DON’T GO THERE YET – here’s a picture of what it looks like).

GROUP WORK INSTRUCTIONSDO NOT FOLLOW YET!

2. Call in the new number with the new call-in code. 3. Introduce yourselves on the phone and choose a primary EDITOR,

who will be in charge of making all edits to the workspace page, so that no one overwrites each other. SAVE OFTEN.

4. Editor will then open page for editing and add all work group participant names (and Editor name) in spaces provided.

GROUP WORK INSTRUCTIONSDO NOT FOLLOW YET!

5. Talk, discuss, brainstorm, and take notes.

Note: Some pages already have some pre-filled content that comes from work started in other workshops. If that’s true for your page, review it first to see how it will fit in with your group’s additions and vision. (Don’t delete it though! It’s work captured nowhere else!) If your page has nothing prefilled, you’ll be the trailblazers.

March Program: (tentative)

1. Review of online discussion (homework) Katryn Wiese (10 minutes)

2. Workspace pages tour (last month’s group work and homework)4 minutes for each group to present their workspace page/homework while chat board is used for folks to provide input, ideas. Those go to group leaders afterwards for continued inclusion. (25 minutes)

3. Video tour panelPresentation of five 5-minute videos (each showcasing the design process and software/hardware used). (25 minutes)

4. Panel Q&A (20 minutes)5. Homework assignments for next month’s session 6. Break-out groups project work (40 minutes)

QUESTIONS BEFORE BREAKING OUT?

Homework for next month’s session• Watch a video that pulls together the first minute of 5-6 different

video tutorials covering the same topic – HEAT TRANSFER. Think about what you like and don’t like about each one. Contribute to online discussions for these two topics:• What are common issues that appear in video that make them

difficult to watch or listen to?• What are things that really work well and make you want to

engage more?• Continue group project work and prepare version for 4-minute

review in next meeting (make sure it’s readable and understandable)

• Start working on a 1-to-2-minute video that will be submitted in April and showcased during the last session in May.