Download as PDF, PPTX
![12
Autograded quizzes
• Plain old multiple choice (MC)
• MC showing one option at a time
Foster/Miller. A new format for multiple-choice testing […].
Psych Sc Quarterly, 2009.
• Two-tier MC
• …
Chandrasegaran et al.
The development of a two-tier
multiple-choice diagnostic
instrument […].
Chem Ed Res Pract, 2007.](https://image.slidesharecdn.com/loviscach-160610095529/75/Jorn-Loviscach-Teaching-with-Videos-Learning-from-Videos-13-2048.jpg)
![15
Quizzes do help, but …
• Testing Effect
Roediger & Karpicke. Test-Enhanced Learning […]. Psychol Sci, 2006.
• Quizzes take time
and can be frustrating.
• Illusion:
It’s more helpful
to rewatch a video
than to take a quiz.](https://image.slidesharecdn.com/loviscach-160610095529/75/Jorn-Loviscach-Teaching-with-Videos-Learning-from-Videos-16-2048.jpg)
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Jörn Loviscach - Teaching with Videos ≠ Learning from Videos
The document discusses the differences between teaching with videos and actual learning outcomes, highlighting the seductive nature of video content and common illusions among lecturers and students. It addresses issues such as the effectiveness of lecture capture, the role of quizzes in learning, and the need for feedback, while offering various strategies to enhance engagement and retention. Additionally, it emphasizes the risks of procrastination and non-attendance in class settings when relying on video-based teaching methods.
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Jörn Loviscach - Teaching with Videos ≠ Learning from Videos
- 1. 0 Jörn Loviscach Teaching withVideos ≠ Learning from Videos
- 2.
- 3. 2 Where to borrowfrom • Comics (McCloud) • Information visualization (Tufte) • Multimedia Learning (Mayer)
- 4.
- 5. 4 Teaching with videos •Visual, animated, informal explanations • Worked examples • Routines in the lab / in software • Discussions, interviews • Students at work; students’ work • …
- 6. 5 But what aboutlearning? • Video is seductive. • Video enables multitasking. • Often, video is not challenging.
- 7. 6 The fundamental illusion Lecturersthink they have taught. Students think they have learned. Everybody is happy … for the time being.
- 8. 7 Illusions • Hawthorne andnovelty effect • Dunning-Kruger effect • Easy watching vs. „desirable difficulties“ Bjork et al. Self-Regulated Learning. Annu Rev Psych, 2013.
- 9. 8 Problems with lecturecapture • Non-attendance in class • Procrastination • Cramming Witthaus & Robinson. Lecture capture literature review. A review of the literature from 2012 to 2015. http://www.tinyurl.com/lecture-capture-lboro Also in flipped teaching: More than 30 % miss class at RWTH Aachen. www.e-teaching.org/community/communityevents/onlinepodium/ fuer-immer-online-wie-veraendert-der-videoeinsatz-die-lehre
- 10.
- 11. 10 Immediate feedback • Howto repair a faucet • How to pronounce “Edinburgh” • How to suture a wound youtu.be/v3oFqW-KfOs youtu.be/CqH3-N9DakM youglish.com/search/ Edinburgh/uk
- 12. 11 Quick feedback inacademics?
- 13. 12 Autograded quizzes • Plainold multiple choice (MC) • MC showing one option at a time Foster/Miller. A new format for multiple-choice testing […]. Psych Sc Quarterly, 2009. • Two-tier MC • … Chandrasegaran et al. The development of a two-tier multiple-choice diagnostic instrument […]. Chem Ed Res Pract, 2007.
- 14.
- 15. 14 Slow feedback • Peerassessment • Tutors (paid?) • Blended approaches, e.g., flipped teaching
- 16. 15 Quizzes do help,but … • Testing Effect Roediger & Karpicke. Test-Enhanced Learning […]. Psychol Sci, 2006. • Quizzes take time and can be frustrating. • Illusion: It’s more helpful to rewatch a video than to take a quiz.
- 17. 16 Motivation to takequizzes? • Make compulsory • Gamification • Embedded quizzes capira.io/demo
- 18. 17 www.j3L7h.de Open Course: Building MOOCson a Budget Course has started May 17, 2016. moocs4all.eu