ملاحظات نوشتن برای فیلم‌های آموزشی

 
00:00 / 00:00
1.8x
1.4x
1.0x
0.7x
HD SD
HD
SD
اشتراک‌گذاری

×

گزارش خرابی

So we have a great question
from Michael regarding scripting considerations of videos for
online learning and teaching. There's two parts to the question, so we will have a go at the first part first,
maybe Simon. >> Actually there's about 20 parts to
the question, very enthusiastic question. Thank you, Michael. >> We'll start with the first part. Where Michael is asking, how much of the video performance that
we're done in our MOOCs have we scripted, versus how much of it is more natural,
and what's our rationale behind that? So in the MOOC as you've seen,
we have some intro to module videos, we have concept videos and
then we have our Q&A videos. We also have the videos around the
assessments and the criteria and all that. >> And our case studies. >> And our case study video. So there's a lot of different
videos that we have. So when do we script what we say, and
when do we have it more free flowing? >> Well, I think Michael
actually got it right, obviously. >> [LAUGH]
>> He picked these unscripted and intro videos and concepts We really
worked hard to script those. And when we filmed them,
we actually worked from an auto cue, which was actually an iPad held up
off by the lens by an assistant. >> Yeah.
>> The reason for that was because these were videos that
were going to have a longer life span. We wanted to use them in
iterations of the MOOC, and we wanted them to be as concise and
clear as we could possibly make it. >> Get those concepts
across really clearly. >> Exactly, distill it down
to the important information. So for us,
we tried to do bullet points first and then go off the cuff, but
it didn't work as well. >> No.
>> [LAUGH] >> So we found that was the right way to do that, for us. With these Q&A videos, obviously,
this is something more personal between. >> Us and you. >> Us and you. >> And so
we really want these to be spontaneous and really just a discussion about
the questions that are being put forward. >> Exactly. >> And the other thing I'd have to say is
the case study videos where you see we've gone out and talked to different
teachers in their local environments. That's a prepared interview, where we
really thought hard about the questions. But then, that's just them telling
us the answers as they feel. >> The answers aren't scripted for
example. >> No.
I might carry on. >> Sure.
>> There's another one where Michael asks about what sort of considerations
should teachers have in their minds, if they're planning to make videos. >> Well, it's a good question, and
there's a couple things related to that. And it's how we came about
with our videos as well. >> Yeah.
>> I mean, you want to keep them short, in terms of the attention span of
your students, five to eight minutes. You don't want something too extensive, or
if it is, you chop it up into small bites. And I think it's important to think
about the scripting angle of it, because you want to make sure that you
know what you're saying when you go through it and otherwise you're going to
end up taking take after take after take. >> Yeah.
>> So it actually is more worth your while and your time to sit down, sort out what you're going to say in
each video rather than keep saying it. >> Could I? >> Yes.
>> I'm wagging the finger. >> You're going to jump in. >> Yep, I am. Scripting can mean many things though. It can be word for word, or you might just want to be jotting down
those main points that you want to hear. And, I think it's thinking about what
the context of the video is first. So, like I just said before, is it about
something you're going to keep and use over and over again,
it might be public facing. Or is it something like feedback to
students, that you just want to do once? In which case you can lower the production
qualities and balance the amount of time you put in for the life span and
the exposure of the video. >> Yeah.
>> I think that's a relationship that's quite important. >> Well that's an efficiency
relationship as well too. >> Yeah.
>> In terms of how much time commitment you provide and it's an investment
if you're planning to use it, if you're planning to teach
the course over and over again. >> Yeah. >> Versus not. >> And find somewhere quiet,
that's really, really, really important. But you may have heard in some of our Q&A
videos that hasn't always been possible. But it really does break the flow
if you hear those sounds in it. >> And to be engaging as well. So you want to avoid reading off of
something in a way that would show you are disengaged, so
you want to come across, as engaged. >> Yeah, put your personality into it
>> Yeah. >> Because it's your students
you want them to see that. And also think about the equipment you
have relative to the space that you use. So if you don't have
much lighting equipment, there's natural light outside so
use that to your best advantage and those kinds of things,
we talked a lot about lighting before. This is a very long video, but
there are a few questions. [LAUGH]
>> [LAUGH] What's the next part? >> The last series of questions
was just really about how perfect does it have to be. Like, what about if I stumble over my
words, or I say the wrong thing, or look down at the wrong moment,
should I scrap that and start again? >> Well it goes back to the type of video. Obviously, in these Q&A videos,
we do this all the time. And that we stumble on our words
that we don't go back to correct it. If it's more of a content delivery
type of video which is why we chose to script ours, so we wouldn't say a lot of
ums and we wouldn't say a lot of changes. And you also want to avoid how much you do
in your post production editing as well, because you wanted to make it as
seamless as possible, and easy. Which is why I would,
if it's concept related, you want to get things clearly across,
unless you know it really well. And sometimes you do,
if you lectured something really well for a long time,
is to really either practice it or note it down, as to what you're going
to say, so you can avoid the stumbles. Sure, a few stumbles is not a big deal, no
one's going to be too concerned about it. But if it's you're constantly saying ah's
and um's, people might start catching it. >> Yeah.
And the last thing and this is the really big one Michael,
you owe us. It's about the partner, idea. >> Yeah. Partner, teaching partners. >> Yeah, so involving other people in the
shoot like we do, versus a single person. And I think one of the main reasons we
did this is is to just provide kind of a bit more humanity I guess,
in this context. And to add more interest,
because the focus changes. When you're looking at the concept videos,
there's another person. So it wakes you up a little bit. And also just to have that difference
of opinion in these live discussions, so that was really important for us. But, it doesn't mean you can't do a great
product with one person as well as many. >> Absolutely. If you're teaching a course on your
own then you don't have that luxury. >> But anyway, I hope some of that helps. Long answer, but hopefully a useful one.

دانلود با کیفیت بالا
دانلود با حجم کم

جلسات سوال‌ها و پاسخ‌ها

  فصل قبلی
چگونه حضور معلم را در یک محیط آنلاین حفظ می کنید؟
خطرات آموزش آنلاین
به نظر شما عمده چالش های فعلی آموزش آنلاین چیست؟
برای جذب، ایجاد انگیزه و حفظ معلمان چه کار می کنیم؟
معلمان با شروع تدریس دوره های آنلاین چه مقاومتی دارند؟
?Who can help if you are a trailblazer
چگونه با فناوری فعلی وب هم‌گام شویم؟
چگونه ابزارهایی را که بین فناوری open و lms قرارمی‌گیرند طبقه‌بندی می‌کنید؟
?How do you stop being overwhelmed or paralysed by all the options
چگونه در هنگام طراحی یک فعالیت خطرات مرتبط با فناوری را کم کنیم؟
بهبود کیفیت تولید فیلم
?What about the 'not invented here' syndrome
?What tools were used to make this MOOC
?Which platform better allows the use of a MOOC with interactive activities
نگرش‌های مختلف نسبت به یادگیری آنلاین و ترکیبی
مدیریت حق نشر برای دوره‌های آنلاین
برای برنامه‌ریزی یک دوره 10 ماهه آنلاین چقدر زمان لازم است؟
آیا یادگیری ترکیبی همیشه خوب است؟
آیا تفاوتی بین نتایج یادگیری و اهداف یادگیری وجود دارد؟
برای ایجاد کل دوره از ابتدا چه توصیه ای دارید؟
?What moderation techniques are used in the MOOC
?What is a rubric
فکرمی‌کنید چه‌چیزی باید از دوره حذف شود؟
ساختار پیشنهادی شما برای راه‌اندازی دوره‌های آنلاین چیست؟
گزینه‌های جایگزین ضبط فیلم
BYOD Apps and Tools
چگونه کیفیت دوره‌های آنلاین را تضمین می‌کنید؟
ملاحظات نوشتن برای فیلم‌های آموزشی
روش‌های مختلف استفاده از فیلم در دوره‌های آنلاین چیست و کدام‌یک موثرترین هستند؟
مدت زمان ایده‌آل برای پادکست چقدر است؟
آموزش مبتنی بر سناریو چیست؟
آیا ارزیابی ویدیوها نسبت به کار نوشتاری باید دقیق‌تر باشد؟
اطمینان از اصالت با ارزیابی آنلاین
چگونه از صدا برای بازخورد معنی‌دار یا ارزیابی از یادگیری استفاده می‌کنید؟
ساختن یک مقاله، ارزیابی موثر برای فعالیت‌های آنلاین
Peer Review- چه موقع از آن استفاده کنیم و چرا در دوره استفاده می‌شود؟
استراتژی‌های موثر درصورت خرابی فناوری هنگام ارزیابی چیست؟
چه چارچوبی برای تفکر در مورد تمرینات خودارزیابی و ارزیابی هم‌سالان مفید است؟
Boundaries when supporting online discussions
پروژه‌‌های گروهی در محیط یادگیری آنلاین
از چه فناوری برای کنفرانس‌های ویدئویی با دانشجویان استفاده می‌کنید؟
ایجاد ارتباط با دانشجویان
آیا مباحث رفتار دانش‌آموزان را هدایت می‌کند؟
چگونه می‌توانم بهترین استفاده از دانش‌آموزان را در استفاده مناسب از رسانه های اجتماعی داشته باشم؟
چگونه می‌توانید یادگیری را برای زبان‌آموزان با سطح استقلال پایین توسعه دهید؟
چگونه زبان‌آموزان بی‌میل را تشویق می‌کنید؟
ایجاد جامعه در یک دوره آنلاین
بررسی سطح سواد دیجیتال
تدریس خصوصی 1-1 آنلاین
چه نکاتی را به معلمان خصوصی آنلاین یادآور می‌شوید؟
آیا می‌توانید تجزیه و تحلیل دوره آنلاین را توصیه کنید؟
ارزیابی کیفیت با استفاده از استانداردهای ملی یا بین المللی
چگونه از داده‌های یادگیری و آموزش برای انتشار علمی استفاده می‌کنید؟
آیا بعد از راه‌اندازی می‌توان دوره را تغییر داد؟