- as a problem solving template for students
- as authoritative examples (with all the mathematics explicitly included)
- to provide multiple perspectives (i.e., multiple solution paths)
- to leverage the dual-channel nature of human cognition (aural and visual) and convey more information than we could in a written solution
The idea here is that the process is laid out in a logical way, with every step shown to completion. Our data show that students love these videos, and use them actively.
How can you use multimedia videos like this one in your discipline?
12 comments:
We have found that video solutions are very effective tools in the instruction of courses in mechanical engineering. Students can learn from seeing. Watching the solution develop on the screen real time adds considerably to learning the development of the solution. Hearing an audio discussion of what is being done adds to the retention of the learned material.
This is probably the most successful web 2.0 tool developed to date in this program. Solution videos drive 50-60% of the blog traffic at Purdue during the semester. During the day or two before an exam, these are used heavily by the students for reviewing the problem-solving process.
Producing your first solution video might appear to be a bit daunting since you are serving as director, producer and actor all at the same time. However, after the first few, you will become an expert and very comfortable with the process. For me, the process takes only a little more time than the actual length of the video (a ten-minute video takes only a minute or two more than ten minutes to record and produce).
Give it a try! I think that you will very quickly come up with new ways to use these videos on your instruction.
Check out tegrity.
When we ramp up our use of audio and other multimedia content...at what cost to basic "traditional" literacy?
And is there an argument toward re-defining traditional literacy? What will the 21st century requirements be for students who are graduating now? Will the need for proficiency in certain traditional skills shift to a need for proficiency in texting, blogging, etc.?
How does this scale in terms of ADA issues or students with different types of challenges (blind, deaf, etc.)? What are the institution-level requirements for this?
The combination of the summary assignmnent regarding the course was a great project. Combining their projects with the blogging concept takes the synthesis to another level with including peer review. This really adds to the knowledge development.
No date we're moving out of the late age of print (literacy) just like we moved out of the orality era with the advent of movable type. I don't doubt we're in a multi-modal era where communication, learning, etc. requires mastery of the oral, literate, and visual domains. I much prefer the an argument that we are deep into a multi-media literacy as a foundation as to why we (educators) should adopt... (more next message)
By the way, the first sentence should have been "no doubt," not "no date."
What I was saying was that I prefer we have a rationale for using these new forms of social multimedia based on cognitive and epistemic theories rather than the marketing mantra of "this is what they want."
I'm curious...we've thought about this alot from the engineering perspective, but what about non-engineering disciplines? In your home discipline, what are some of the ways that you can envision using video/tablet technology?
I like Ed's comment comparing what you both are doing to some of the "high production cost" casts ... gives hope to the mere mortals that we can do this easily!
Scott just asked about Working Model. Excellent, simple software for structural/dynamics simulations and visualization.
The cost for Working Model? I'm assuming this is just on faculty laptops, not students .. or both?
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