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Presentation i samarbete med Röda Korsets Högskola och Södertörns Högskola
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- 1. Teresa Sörö Pedagogisk utvecklare Tim Olsson Anton Söderberg IT-tekniker
- 5. Photo by alegri / 4freephotos.com
- 22. Mental representation A Model of Human Information Processing (Thinking) multimedia presentation sensory memory Arbetsminne Långtids minnet öron ögon Tidigare kunskap Adapted from Multi-Media Learning by Richard E. Mayer Val av ord Val av bilder ord bilder integreri ng
- 32. •Replacement •Amplification •Transformation Hughes,Thomas & Scharber (2006) AssessingTechnology Integration:The RAT – Replacement,Amplification, andTransformation framework
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- Why do we use video? Video has been shown very useful in many areas.
- Why do we use video? Video has been shown very useful in many areas. Explain things step by step. The viewer can stop and repeat at their own speed Det går saktare att prata än det går att läsa! Vilket kan vara bra i detta fall för att det hjälper dig att hänga med.
- Show the viewer something that is unreachable to them at the time. A world closed to them normally Photo PublicDomainPictures.net Typ cellen, klinisk verksamhet, operationssår,
- Som förberedelse innan ni samlas. Gå igenom koncept som behöver gås igenom så ni kan ägna er åt fördjupning när ni ses.
- Insperera, visa,
- Helt egen online aktivitet.
- Studio means expensive. Tittaren är definierad som tittare. Sedd. Hur pratar du? Hur ger du kontakt?
- Du spelar in ett samtal mellan två personer. Antingen ör de bägge experter, eller så är det en som står för frågorna och frågar ”på uppdrag” av tittarna. Snillen spekulerar /
- Makeing something Often not customized to online view Archive This is professor Hans Rosling. He is a eductainer. Not very often i Stockolm and at Karolinska. Makes sense to record his lecture. Make it availible to students that was’t present. And a kind of ”Archive” for later. Mind you! As a viewer of this. Nobody actually give you any attention.
- What’s good about sliderecording? You have your presentation You use interactive media to bring live to the words The viewer can use both ear and eyes to understand.
- Make it short! Get to the point! Or devide it into sequenses! Students also engaged less frequently with assessment problems that followed longer videos. For the five length buckets in Figure 2, we computed the percentage of video watching sessions followed by a problem attempt: Video length was by far the most significant indicator of engagement. Figure 2 splits videos into five roughly equal-sized buckets by length and plots engagement times for 1x-speed sessions in each group1. The top boxplot (absolute engagement times) shows that median engagement time is at most 6 minutes, regardless of total video length.
- Talking Head Is More Engaging Recommendation: Record the instructor’s head and then insert into the presentation video at opportune times. Recommendation: Try filming in an informal setting where the instructor can make good eye contact, since it costs less and might be more effective than a professional studio.
- Recommendation: Try filming in an informal setting where the instructor can make good eye contact, since it costs less and might be more effective than a professional studio.
- Arbetsminnet är inom kognitiv psykologi förmågan att medvetandehålla och manipulera information under en kortare tidsperiod. Arbetsminnet ses som centralt i förmågor som till exempel språkinlärning, läsförmåga, problemlösning och matematiskt resonerande den fonologiska loopen hanterar auditiv information, till exempel vad någon säger. Vid läsning är bokstäverna från början visuell information men kodas om och hanteras därmed av den fonologiska loopen. det visuospatiala skissblocket hanterar visuospatial information, till exempel en bild av en frukt (visuell) eller en väg genom en labyrint (spatial). centralexekutiven koordinerar och styr de andra delarna. den episodiska bufferten hanterar interaktionen med långtidsminnet.
- As soon as you show something – the viewer is going to look at it and try to listen to you at the same time. Get rid of the busy slides and use animation. This is the one time that animation actually can be a good thing. Recommendation: Record Khan-style tutorials when possible. If slides or code must be displayed, add emphasis by sketching over the slides and code using a digital tablet. The cognitive theory of multimedia learning builds on the cognitive load theory, noting that working memory has two channels for information acquisition and processing: a visual/ pictorial channel and an auditory/verbal-processing channel (Mayer, 2001; Mayer and Moreno, 2003). Tänk på det som två kanaler In till arbetsminnet. Weeding, or the elimination of interesting but extraneous information that does not contribute to the learning goal, can provide further benefits. For example, music, complex backgrounds, or extra features within an animation require the learner to judge whether he or she should be paying attention to them, which increases extraneous load and can reduce learning.
- The cognitive theory of multimedia learning builds on the cognitive load theory, noting that working memory has two channels for information acquisition and processing: a visual/ pictorial channel and an auditory/verbal-processing channel (Mayer, 2001; Mayer and Moreno, 2003). Tänk på att vi laser mycket snabbare än någon pratar.
- Är det någon gång du ska använa dig av animering. Gör det här! Finally, the utility of video lessons can be maximized by matching modality to content. By using both the audio/verbal channel and the visual/pictorial channel to convey new information, and by fitting the particular type of information to the most appropriate channel, instructors can enhance the germane cognitive load of a learning experience. For example, showing an animation of a process on screen while narrating it uses both channels to elucidate the process, thus giving the learner dual and complementary streams of information to highlight features
- Recommendation: Invest in pre-production effort, even if instructors insist on recording live classroom lectures. Vilka concept ska ajag beskriva? Vad e kunna efter videon? Formulera frågor Hur hanger dina videos ihop? Ska de användas I undervisningen Hur kopplar du till dem I undervisningne
- Vem tittar på vad hur länge?
- ÄR det något självklart? Inte relevant
- Let’s face it. IRL are the model for most of our educational technology. Are we understanding it’s capability fully? Probably not. And it could be ok for sure! Do you know what happened when the film camera was invented and introduced – What was the first movies? Theater plays! Direct parallel to how we are using technology in the light of lectures…. So we might not user educational technology fully. But it is our job to understand and analyze how we are using int. For that I would like to introduce the RAT framework Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework
- Replacement – Live broadcasting, Streaming, Email, Amplification – No change in it’s basic structure but more “powerful” (WebEx, webcast, podcast, Audio response system Transformation – Virtual Reality, Gamification, vConnection, Multiconference Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework RAT (Replace, Amplify, Transform) considers the role that technology plays in any teaching and learning context and asks whether the technology “replaces” previous practice, “amplifies” current practice, or “transforms” practice into something altogether new (Hughes et al. 2006). The creators of RAT viewed technology use in the classroom “as a means to some pedagogical or curricular end” and focused upon the reasoning and goals of teachers that direct their choices toward adopting technologies with an end in mind (Hughes et al. 2006, p. 1616). In this view, technology serves a pedagogical or curricular role in the classroom, and building upon empirical studies of teacher behaviors and beliefs in the classroom (Hughes et al. 2006), RAT seeks to identify that role and to make it explicit.
- Medvetna