Skip to main content

My quick thoughts, back stage, and rants as I try to Teach kids about the Web while learning how to help others build a better Web.


Come Journey Through the IndieWeb Sites

← πŸ•ΈπŸ’ β†’

Greg McVerry

Applying the Science of Learning: Evidence-Based Principles for the Design of MultimediaInstruction

Coherence Reduce extraneous material. 0.97
Signaling Highlight essential material .0.52
Redundancy Do not add on-screen text to narrated animation 0.725
of 5Spatial contiguityPlace printed words next to corresponding graphics. 1.12
Temporal contiguity Present corresponding narration and animation at the same time.1.318
Segmenting Present animation in learner-paced segments. 0.983
Pretraining Provide pretraining in the name, location, and characteristics of key components. 0.85
Modality Present words as spoken text rather than printed text. 1.02
Multimedia Present words and pictures rather than words alone 1.39
Personalization Present words in conversational style rather than formal style 1.11

Greg McVerry

How Video Production Affects Student Engagement:An Empirical Study of MOOC Videos

Our main findings are that shorter videos are much more en-gaging, that informal talking-head videos are more engaging,that Khan-style tablet drawings are more engaging, that evenhigh-quality pre-recorded classroom lectures might not makefor engaging online videos, and that students engage differ-ently with lecture and tutorial videos.

Engagement measured as minutes watched and problems attempted after video

Our script extracted 6.9 million total video watching sessionsacross four courses during the time period when they wereinitially offered in Fall 2012 (see Table 2)

Video length was by far the most significant indicator of en-gagement.

shows that median engagement time is at most6 minutes, regardless of total video length. The bottom box-plot (engagement times normalized to video length) showsthat students often make it less than halfway through videoslonger than 9 minutes.

For the five length buck-ets in Figure 2, we computed the percentage of video watch-ing sessions followed by a problem attempt: The percentageswere 56%, 48%, 43%, 41%, and 31%, respectively

Even at the highest levels on 52% attempted a problem on short videos. This is really low. Wonder what this means for including quizzes and things in videos

They found taking heads to be more engaging, but Mayer has always found this has not made a difference in learning

Resolution had no effect. Maybe encourage shooting in lower resolution to save post production time and to consider data rates

In tutorials "Khan type" screencast had more engagement. What does this mean for video walkthrough tutorials for writing? Was this a novelty finding from 2012? Still relevant todat?

Pre-planning improves the no duh finding category

Greg McVerry

If Freire Made a MOOC: Open Education as Resistance | Hybrid Pedagogy

Thesis #1: A course is a conversation, not a static reservoir or receptacle for content.

Thesis #2: Education cannot be compulsory. The work of learning starts with agency.

Thesis #3: Best practices are snake oil.

Thesis #4: Outcomes should give way to epiphanies.

Thesis #5: Learning should not be structured to conform to assessment mechanisms

Thesis #6: In education, we rise and fall together.

Greg McVerry

Greg McVerry

Greg McVerry

Greg McVerry

Twitter also sells your privacy. I rely pretty much on students who can answer the question, "My url is...." but many courses organize on twitter just to name a few.

Greg McVerry

Interaction Equivalency in an OER, MOOCS and Informal Learning Era

Theoretical framework for sorting and labeling stuff.

This was also posted to /en/bloggingresearch.

Greg McVerry

Greg McVerry

@slamteacher @mcjsa @KrisGiere @Bali_Maha @edtechinsight Or do we need to cause some disruption and be empathetic to struggle?

My students demand rubricized and structured online learning modules. They want step by step walk-throughs of every task.

Is it more empathetic to build the learning space that gaurantees success or do we just provide support when students fall in the inevitable pits of non-linear learning?


Prev | Home | Join | ? | Next