Active Viewing

What Harvard Business School Has Learned about Online Collaboration from HBX

• Encourage active learning. Students would engage with the material in “lean forward” mode, rather than passively watching video lectures. Students would not spend more than 3-5 minutes on the platform before being required to interact with the material.

The MIT Blossoms program (Blended Learning Open Source Science or Math Studies)

• Offers access to math and science videos in what they describe as "the lively video presence of a gifted guest teacher." According to Putting Teachers at the Center of Education Technology the creators of Blossoms call their program’s "blend of computers and people a “teaching duet"" because in-class teachers facilitate active learning exercises interspersed through the viewing of math and science videos.

EdPuzzle

Turn video watching into a participatory experience - Embed questions, comments, prompts, links, etc. in a video and track student responses.

Explore:

• Example: Pink River Dolphins can view and respond to questions/prompts when not signed in.
• Watch me demonstrate how add interactive content in EdPuzzle to:
  • The Punishable Perils of Plagiarism - https://youtu.be/SrjoaaIxaJI
• Join as a student: Dynamic Landscapes 2015 class code: eL8Q5V

Resources:

Tutorial:

• Screenshots of teacher dashboard
• Nice summary pdf
• How-to-create pdf

• EdPuzzle as teacher PD

VideoNot.es -

Testimonial:

Loved videonot.es! we were doing a project on competing interests in the connecticut river watershed and used the tool to take notes from two videos produced by the Connecticut River watershed council-youtube- (they worked independently at their own pace with their Chromebooks and it went very well)...talk about a difference between passive and active engagement with video! It was great and the experience has carried over to other projects...having them stop the video and write notes when they think there is a main idea with details emerging from the narration makes them much more involved...last week we collectively watched a video on economics for middle school students and I had students point out when we should stop the video in order to record relevant information and they were very good at it compared to before we used videonot.es...I liked how their ownership over their learning has improved as a result of using the tool...thanks

Explore:

• Create a VideoNot.es Account
• Grab this Video Link https://youtu.be/f_f5wNw-2c0 from Gary Kovac's Tracking the Trackers Ted Talk and paste it into the URL box
• Start listening and taking notes

Applications:

• Spanish class: Google Chat On Air and VideoNot.es assignment
• Leadership Team retreat

TEDEd

Insert your own questions, comments, and discussion prompts in TED ED videos and track student responses.

Example of Teacher Dashboard:

The TEDxClassroom Project

Explore this link to see "What happens when 80 10th grade students watch, analyze, and reflect upon 640+ TED Talks in pursuit of the answer to the question, “What Matters (To Us)”?

For more ways to encourage active participation in viewing, take a look at the advice offered in this article by Emily A. Moore in Faculty Focus: From Passive Viewing to Active Learning: Simple Techniques for Applying Active Learning Strategies to Online Course Videos

And I particularly like these tips from the University of Arkansas to promote critical thinking and active learning through video viewing:

Predict, Observe, Evaluate (POE)

• Can be instructor produced, student produced, or existing (10-20 minutes)

1. Student views first part of video setting up scenario
   1. Student predicts what should happen next
   2. Student observes the actual result
   3. Student evaluates the original prediction

Ten Frame Analysis

• Student produces from existing video
  1. Assign video to view.
  2. Students will, individually or in groups, take ten screen shots from the video that they feel describe the issue.
  3. Students will describe why they feel these screen shots effectively describe the issue, as they see it.
  4. Students will submit an assignment with the screen shots and documentation or present to the class (video presentation in discussion board or through web conferencing).

Empathy

• Appropriate for Affective Domain objectives
  1. Assign video to view.
  2. Students will complete a survey or have a discussion (in discussion board or web conferencing) to describe how they felt about the topic before and after viewing the video.
  3. If students’ views changed, ask them what changed their minds.