I've just tweeted this question to @elesig and @melsiguk to see if there are thoughts out there in the twittersphere.
Leo
-----Original Message-----
From: Paul Richardson [mailto:[log in to unmask]]
Sent: 27 November 2014 14:37
To: [log in to unmask]; Leo Havemann
Subject: Re: Issues in creating and using video resources for language teaching
Hi Leo, All,
Interesting discussion! My own experience supports your idea that students are often happy with low production values when their lecturer has made the materials themselves. Years ago, we did an online part-time degree programme from Bangor. When we asked our students this question very specifically, they said they would rather have our stuff with a few umms and errs than something glossy from an agency or publishing house.
As you say, it would be interesting to see some research on this. Perhaps someone on this list can point us to some....
Paul
On Thu, 27 Nov 2014 14:01:48 -0000, Leo Havemann <[log in to unmask]>
wrote:
>
> I’m inclined to agree that production values are not that important to
> students in the context of bespoke material the >lecturer has created
> for them – but that is an interesting point regarding higher
> expectations of MOOCs - which I suppose >are understood as showcases
> rather than just normal courses.
>
>
>
>
> Would be interesting if anyone knows of research on this.
>
>
>
>
> Cheers
>
>
> Leo
>
>
>
>
> From: Open Education Special Interest Group
> [mailto:[log in to unmask]] On Behalf Of Bird, Terese M.
> Sent: 27 November 2014 13:48
> To: [log in to unmask]
> Subject: Re: Issues in creating and using video resources for language
> teaching
>
>
>
>
> Hi all,
>
>
>
> I wonder what students really think about the issue of production value.
> I have seen evidence, for example, that students actually >prefer a
> podcast with the lecturer stumbling over words a bit, in preference over
> a 'perfect' podcast, because it is more 'real'. At the >same time, I
> have read complaints on MOOC discussion boards that 'the videos are
> cheap, they're just narrated slideshows, give us >some real videos!'
> and I just wonder: how much does production value really matter to the
> learning and to other aspects of student >experience?
>
>
>
> I don't think I've ever seen any research on this; has anyone seen any?
>
>
>
>
> Kind regards,
>
>
> Terese Bird
>
>
> Learning Technologist
>
>
> Leicester Learning Institute
>
>
>
>
>
>
> ---------------------------------------------------------------------
>
>
>
>
>
>
>
>
>
>
>
>
> From: Open Education Special Interest Group [[log in to unmask]]
> on behalf of Pates, Dominic >[[log in to unmask]]
> Sent: Thursday, November 27, 2014 10:36 AM
> To: [log in to unmask]
> Subject: Re: Issues in creating and using video resources for language
> teaching
>
>
> I missed the webinar, unfortunately, but looks like one really worth
> catching up on!
>
>
>
>
> Definitely echo the two points made below. I admit to being a bit of a
> 'production values pedant' myself >when it comes to creating video
> resources, but (also having a language teaching background) would agree
> that >this can be an inhibitor on student production (language through
> content).
>
>
>
> Perhaps there ought to be some sort of 'scale of effort' in the minds of
> creators when producing resources - >with 'grab it from a phone camera
> and upload straight away' (for the class) on one end to 'I think this
> can >make a significant contribution to the wider community and I'd like
> to see it well shared' on the other.
>
>
>
>
> Look forward to catching up with the webinar recording.
>
>
> Dom Pates
> Educational Technologist
> LEaD
> SMCSE
> City University London
>
>
>
>
>
>> On 26 Nov 2014, at 20:47, MacKinnon, Teresa <[log in to unmask]>
>> wrote:
>
>>
>> My sentiments entirely!
>>
>>
>> In fact, on a parallel dimension, one of the unintended consequences
>> reported in the schools research into oral skills of >>language
>> learners was that they were so worried about producing sounds “as well
>> as their native speaker teacher” that they >>preferred not to speak.
>> Opening up the practices of the teaching community helps us to improve
>> and learn from each other. >>Learning by doing!
>>
>>
>> Teresa
>>
>>
>>
>>
>> From: Open Education Special Interest Group
>> [mailto:[log in to unmask]] On Behalf Of Alastair Clark
>> Sent: 26 November 2014 18:13
>> To: [log in to unmask]
>> Subject: Re: Issues in creating and using video resources for language
>> teaching
>>
>>
>>
>>
>> This was a helpful Webinar yesterday. Thanks to Teresa and to Paul for
>> his helpful summary.
>>
>>
>>
>>
>> There was lots of food food for thought but the bit I was left chewing
>> was the quality issue. I think the >>notion of big and little OERs
>> (institutional and individual initiatives?) helps us to make some kind
>> of >>distinction. I am very keen that we don't get so hung up on
>> quality that the responsive 'quick and dirty' >>stuff is hounded out as
>> unacceptable. Especially in the Youtube age I feel it is fin for some
>> video content >>to have some rough and ready production values where it
>> captures topical or relevant gems.
>>
>>
>>
>> Indeed isn't the production values issue a topic for discussion with
>> students? In the target language of >>course!
>>
>>
>>
>>
>>
>>
>>
>> Alastair Clark
>>
>>
>>
>>
>>
>>
>>
>>
>> On Wednesday, 26 November 2014, 17:41, Richardson P.B.R.
>> <[log in to unmask]> wrote:
>>
>>
>>
>>
>> All,
>>
>>
>>
>>
>> Thanks very much to Teresa MacKinnon who gave a really stimulating
>> webinar yesterday, with some valuable >>insights into her work on using
>> video OERs with, for and by language students.
>>
>>
>>
>> The recording is available here:
>> https://ca-sas.bbcollab.com/site/external/jwsdetect/playback.jnlp?>>psid=2014-11-25.0334.M.6735ACA729F6C2442A9F074773AA57.vcr&sid=2012058
>>
>>
>>
>>
>> A brief summary follows.
>>
>>
>>
>>
>> Regards
>>
>>
>>
>>
>> Paul Richardson
>>
>>
>>
>>>> -----
>>
>>
>>
>> Teresa MacKinnon is Principal Teaching Fellow at the School of Modern
>> Languages and Cultures at the >>University of Warwick. Teresa and her
>> colleagues have developed a blended learning platform
>> >>Languages@Warwick using Moodle 2 hosted by Moodlerooms , with
>> particular emphasis on tools for interaction. >>They host a platform
>> supporting some 4,000 language learners and around 50 teachers. Video
>> is integrated >>within this platform. Examination of video usage showed
>> that all tutors value video, in various ways (e.g. >>Youtube embeds, or
>> home-made video) in their language teaching. This raises the question:
>> Are institutions >>behind the times, given that learners expect to use
>> video as a normal part of their experience?
>>
>>
>> The Languages@Warwick implementation has a research component and this
>> has led to participation in a wider >>European project, Video for All.
>> Our experience with video has contributed to addressing the challenges
>> of >>using and sharing video internationally. The Video for All project
>> is now one year into a two year >>programme. Some interesting
>> questions are emerging, e.g. ‘How aware are teachers of copyright, how
>> well do >>they understand technical issues raised by using and creating
>> digital video, etc ?’.
>>
>>
>>
>> A European project called ‘Video for All’ has enabled some exploration
>> of these ideas, and is also >>supporting the exchange of examples of
>> good language teaching practice. The website (under development) is
>> >>here: http://videoforall.eu/, and the project also has a Facebook
>> page: https://www.facebook.com/>>VideoforALL.EU . A gallery of video
>> resources is here:
>> https://warwick.mediaspace.kaltura.com/category/>>Resources/6610831
>>
>> Teresa described an interesting example of a live online discussion
>> supported by ‘Guardian Chat’.
>> http://>>www.theguardian.com/teacher-network/teacher-blog/2014/oct/10/how-to-use-film-creatively-in-class-teaching->>tips-ideas-live-chat.
>> This explored (amongst other things) issues of copyright and licensing.
>>
>>
>>
>> A journal article created collaboratively with Monash University
>> identified key issues affecting language >>learning and use of video
>> including the difference between open (public) publishing, and making
>> resources >>available via a VLE (e.g. Moodle), in relation to IPR.
>> There was also mention of Mozilla Popcorn, which >>enables users to
>> modify existing video material (with implications for ownership and
>> copyright). There is >>scope for more application of Creative Commons
>> licences in order to clarify some of the grey areas.
>>
>>
>>
>> The article mentions a new term, ‘produsers’, meaning users who also
>> produce materials. Alastair pointed us >>to an interesting example
>> here: Peer-assisted learning. e.g.
>> https://www.youtube.com/watch?>>v=yAriJFb__S8&list=UUGpFHlL2A_lZ9ZWKop4G9Ug
>>
>>
>>
>> The barriers to using an open approach to sharing video can include:
>>
>>
>> · IP & Copyright, and policies relating to these
>>
>>
>> · Managing shared resources (e.g. ownership of platforms)
>>
>>
>> · The psychology of sharing
>>
>>
>> Some questions which arose:
>>
>>
>> · Who decides what is meant by good quality? (A: Perhaps we
>> worry too much, as everything is a work in >>progress from a teaching
>> perspective? (Other views possible, of course!).
>>
>>
>> · How do you manage Open Educational Practice, especially in
>> relation to peer video production? (A: the >>VFA project is coming up
>> with some specific approaches to this issue, e.g. the use of Kaltura
>> to manage the >>workflow:
>> http://corp.kaltura.com/Video-Solutions/Education
>>
>> · How do you ensure access for all learners? This is complex,
>> and learner requirements must be taken >>into account. Accessibility
>> can be enhanced e.g. by the use of captioning.
>>
>> All links shared on the day (plus some others) may be found here:
>> https://pinboard.in/u:paulbrichardson/t:>>%2523LangOER/
>>
>>>> -----
>>
>>
--
Dr. Paul Richardson
Ymgynghorydd eDdysgu/ eLearning Adviser
Jisc RSC Cymru/ Wales
07813634522
www.jiscrsc.ac.uk/wales
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