WEKO3
アイテム
Cohorts & Condensed Videos
http://hdl.handle.net/10445/0002000463
http://hdl.handle.net/10445/0002000463151a90eb-636b-4c38-9300-67a125d3e9f1
| Item type | 会議発表論文 / Conference Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2025-08-21 | |||||
| タイトル | ||||||
| タイトル | Cohorts & Condensed Videos | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_5794 | |||||
| 資源タイプ | conference paper | |||||
| 著者 |
イアン, フランク
× イアン, フランク |
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| 内容記述 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The Corona pandemic channeled much delivery of educational content into the dimensions of a Zoom screen. An obvious fit for this format is prepared video, but the entry-level obstacles keep many educators away. We present some experiences from three years of creating and using videos for the online teaching of technical subjects in a Japanese science university. Condensed contents became a focus partly because of the “time multiplier” cost of video editing, but also because videos were prepared for Japanese language speaking students by a non-Japanese professor, calling for extra preparation in making materials work across language barriers. Real examples from AI and from programming classes are shared. The reactions of students and -- to the extent possible -- university faculty and administrators are reported. Official university student evaluations showed sharp rises, and this was reflected in increasing enrollment figures (with registration for one AI class more than doubling). The time cost of video creation led to a focus on “high value” video topics: the most central, the most demanding to explain, or the most technically challenging aspects of the classes. Maintaining interest during 15-week courses was also addressed by attempting a wide variety of styles --- a goal aided by the availability of plentiful examples to learn from online (and, not many media channels use Powerpoint). This “doubling down” on the challenge of content creation often called for significant re-thinking of presentation frameworks, but brought with it the payback of occasional serendipitous creation of unexpected original visualisations. Some general lessons are drawn on how a core of video resources that presents key contents in an eye-catching way can allow much of the remainder of class time to be used for discussion, the creation of a cohort spirit and other interactive activities. Practice was required to learn the time allocation preferences of students for completing video-based contents during class. A side-effect of the move to video was that collecting and sharing students’ video reviews was one of the spurs to developing a low-code dashboard to track and guide class progress. |
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| 言語 | en | |||||
| 書誌情報 |
The Higher Technology Education Agenda 2023 発行日 2023-04 |
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| 査読有無 | ||||||
| 値 | なし/no | |||||
| 研究業績種別 | ||||||
| 値 | 国内学会/Domestic Conference | |||||
| 単著共著 | ||||||
| 値 | 単著/solo | |||||
| 出版者 | ||||||
| 出版者 | CAUDIT (Council of Australasian University Directors of Information Technology), CAUL (Council of Australian University Librarians) and ACODE (Australian Council on Open, Distance and E-Learning) | |||||
