Talking head’s have their place, for example:<\/p>\n
- \n
- Where we need to build relationships<\/strong>. Video has a key role in establishing our lead educators as real people with a passion for their subject and a desire to draw learners into their enthusiasm.\u00a0 Learner comments thanking the subject lead at the end of courses give testimony to their connectedness \u2013 they\u2019ve watched the videos, and had regular emails, but the educator may not have even read any of their comments.\u00a0 (We\u2019ve created the illusion of Educator presence!)<\/li>\n
- Where the subject matter is sensitive or nuanced<\/strong> and a paper based approach would not convey this effectively. We can pick up tone, facial expressions, changes in rate and pitch to draw emphasis to key points, alert us to things to be wary of and absorb examples (stories) that illustrate.<\/li>\n<\/ul>\n
On the surface video can be more appealing in situations where there is some associated visual content to talk though:\u00a0 a plan, diagram, artefact.\u00a0 But I\u2019d like to challenge this also.<\/p>\n
Let me explain …We know that not everyone will be able to consume video content, learners may have hearing impairments, have bandwidth issues, or maybe even have a computer without sound. \u00a0To get around this it\u2019s our norm (oh that it was everbody\u2019s norm) to create a transcript.<\/p>\n
On a recent run of Hadrian\u2019s Wall<\/a> we got into discussion with a few learners who relied on the transcripts, but felt they were missing out by not being able to tie up the text to the images contained in the video.<\/p>\n
![\"hwilltrans\"](\"https:\/\/blogs.ncl.ac.uk\/nualadavis\/files\/2016\/02\/hwilltrans.jpg\")
<\/a><\/p>\nI sounded them out about whether an illustrated transcript<\/a> would help, and took the 18 likes as a definitive \u00a0\u201cYes please\u201d. So we set about working through the transcripts for the 45 videos on the course, adding screen grabs and pictures to around 2\/3rds of the transcripts. \u00a0The learners applauded us, but we were had to gasp at the irony involved in the process:<\/p>\n
- \n
- Plan video<\/li>\n
- Write script<\/li>\n
- Reconnaissance location<\/li>\n
- Arrange for media team and educators to be on site for filming<\/li>\n
- Set up<\/li>\n
- Make several takes<\/li>\n
- Identify additional pictures to illustrate the content<\/li>\n
- Produce video rough cut<\/li>\n
- Provide feedback<\/li>\n
- Produce final cut<\/li>\n
- Gain signoff from the course team<\/li>\n
- Produce transcripts<\/li>\n
- Insert screenshots from the video to make the illustrated transcript<\/li>\n<\/ol>\n
The document we referred to as an \u201cillustrated transcript\u201d was really just an article with pictures in it. \u00a0If our goal was to create this in the first place, then the production tasks are *much* simpler and fit on one line:\u00a0 \u00a0write article, identify pictures, get feedback, publish.<\/p>\n
We need to be confident to make judgments on where video is really good<\/strong>.\u00a0 There are places where it really is:\u00a0\u00a0 I learned how to felt a shed roof via a browse around YouTube, but I\u2019d rather follow a recipe in a book.\u00a0 The nature of the thing to be learned should inform the choice of medium of communication.\u00a0 Let\u2019s think about the \u201clearning power<\/strong>\u201d when making these judgments and broaden it out too \u2013 it\u2019s not just video vs article, but maybe even – what else can we do to help learners to discover things for themselves?<\/p>\n
Foregrounding this latter point not only helps us avoid the passive\/transmissive criticism of x-MOOC, but also means that we can harness the strengths of social learning and all that technology can do to make this easy this over time and distance.<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
For each course we start with a blank canvass, we don\u2019t have a fixed idea of x articles, y discussions and z videos, rather we attempt to make the learning needs define the mix. When video is best we are lucky in having a fantastic digital media team who have created amazing video content for … Continue reading “An ode to the illustrated transcript”<\/span><\/a><\/p>\n","protected":false},"author":1008,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[],"class_list":["post-63","post","type-post","status-publish","format-standard","hentry","category-futurelearning"],"_links":{"self":[{"href":"https:\/\/blogs.ncl.ac.uk\/nualadavis\/wp-json\/wp\/v2\/posts\/63","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ncl.ac.uk\/nualadavis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ncl.ac.uk\/nualadavis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/nualadavis\/wp-json\/wp\/v2\/users\/1008"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/nualadavis\/wp-json\/wp\/v2\/comments?post=63"}],"version-history":[{"count":8,"href":"https:\/\/blogs.ncl.ac.uk\/nualadavis\/wp-json\/wp\/v2\/posts\/63\/revisions"}],"predecessor-version":[{"id":72,"href":"https:\/\/blogs.ncl.ac.uk\/nualadavis\/wp-json\/wp\/v2\/posts\/63\/revisions\/72"}],"wp:attachment":[{"href":"https:\/\/blogs.ncl.ac.uk\/nualadavis\/wp-json\/wp\/v2\/media?parent=63"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/nualadavis\/wp-json\/wp\/v2\/categories?post=63"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/nualadavis\/wp-json\/wp\/v2\/tags?post=63"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- Where the subject matter is sensitive or nuanced<\/strong> and a paper based approach would not convey this effectively. We can pick up tone, facial expressions, changes in rate and pitch to draw emphasis to key points, alert us to things to be wary of and absorb examples (stories) that illustrate.<\/li>\n<\/ul>\n