Choosing Authoring Tools Advanced Distributed Learning (adl) Initiative
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- 7.20.Social video
- 7.21.Microlearning video
7.19. Interactive videoInteractive video is quickly becoming a mainstream type of content object for learning applications. It leverages the popularity of video as an effective medium for learning by adding interactivity to the video. The idea of associating menus, links, and (semitransparent or opaque) buttons/hotspots with a video has always been possible within web pages that launch videos. However, in interactive video, the navigation controls are superimposed over areas of the video itself while it is running, appearing at strategic points, rather than placed around the video on the web page. The navigation controls can navigate to other related video clips (including other interactive videos), other types of content (such as PDFs), or web sites. Forms, text entry fields, and assessments can also be overlaid on the video. Westfall (2015) reports that use of interactive video can stir learners to take action as a result of richer, more visual media or interactive videos, increase participation rates, and create a more engaged audience. The following are examples of learning applications of interactive video:
Interactive video provides a seamless, immersive experience for the user and makes “choose your own adventure” adaptive learning scenarios, as well as “drill down” options for more detailed or relevant information, more user friendly. It also makes tracking the user’s interactions with the video easier. Interactive video usually connotes use on mobile devices, since that is the main platform for videos for learning currently. One especially compelling implementation for mobile is to superimpose semi-transparent hot spots that allow such things as scrubbing quickly forwards or backwards through the video, as a convenience for “fat finger” mobile phone navigation (via thumbs, etc.), rather than traditional small buttons in the interface. Building interactive videos requires the videos to be played within a system, like an LMS, that inserts the superimposed elements while the video is playing, or access to custom controls (usually HTML-based) of the video player software. In the latter case, options may be limited to controlling parameters of playback, but not actually superimposing images on the video; links and interactive widgets may need to appear around (i.e., in the player interface), but not over, the video. Simple interactive videos can be created within YouTube, using their built-in editing tools. Links can be superimposed to link to the next video in a series, for instance. However, if you want advanced features like those described above, they need to be created within an authoring tool. 7.20.Social videoSocial video is a way to effectively crowd source the addition of content relating to a particular video. Learner comments on video often fill important content gaps. Social video involves adding a scrolling bar on the side of the video that is synched with the video such that user comments are tagged to a particular point in the video transcript, which is associated with a location in the video. When a user clicks a comment, the video and associated transcript skip to the location where the comment was tagged. Comments scroll as the video plays in order to synch the comments with the position in the video and transcript they are tagged to and comments can be bookmarked. Social video relies on producing a transcript of the video (not necessarily the same as closed captioning, which is often not a separate text file but embedded within the video file). Producing video transcripts is not hard nowadays; speech to text converters are reasonably accurate and automate this process at relatively low cost. Clicking comment indicators in the transcript also navigates the user to an associated comment.
It generally does not make sense for videos of 15 seconds or less to have an audio track. To convey the learning message effectively, this makes it even more important for them to be carefully scripted. Ultra short length microlearning videos often show a process in fast motion, with the ability to click to step through it in normal or slow motion. It is also very important to tag microlearning videos, or microlearning of any kind, with metadata so that individual microlearning content pieces can be assembled into a meaningful whole learning experience. Microlearning videos can be created by training stakeholders or users, empowering users to create tutorials on subjects within their expertise and share them with others. Authoring tools and LCMSs (called “video content management systems” - VCMSs), for instance, KZO®, are now appearing that are optimized specifically to create microlearning-optimized videos, incorporating all of the considerations mentioned. If you are considering creating microlearning videos, it is very important that you consider the content management aspect, in order to deal with issues such as:
For more information on content management systems for microlearning, see ADL’s Choosing an LMS white paper (Berking , 2015) available at: http://adlnet.gov/adl-assets/uploads/2016/01/ChoosingAnLMS.docx Directory: public -> uploads uploads -> The Baseball Project — uploads -> Bshara El-Khoury, Beirut Date of Birth: 10-6-1992 uploads -> Tobacco Prevention and Control Coalition uploads -> Etisalat Afghanistan gsm 900/1800 uploads -> Fazzt® Digital Delivery System uploads -> Information technology uploads -> Curriculum Vitae Gergely Kovasznai uploads -> Live from Atlanta uploads -> Maternal positions and mobility during first stage labour Download 392.88 Kb. Share with your friends:
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