Personal Blogs

My world for the best part of a year ... just get me through February.

By Izhaki - In OmniGraffle, CC BY 3.0, https://en.wikipedia.org/w/index.php?curid=40793898 

I am three formal 90 minute online classes in with two more to go. It is the same topic, but a different group of students each time. I made a slight overhaul in the hour before today's session.

I am yet to watch back any of the Meet recordings.  

The following passed through the entire cycle: 

I had a clip of Oxford Uni academic taking us through hsi ideas of 'Visitors and Residents' online. Rather than him, I ran through it myself to the webcam with a whiteboard. Old school, but I hoped would give me a chance of explaining it in my words. Is it relevant that students are this self-aware?

A haircut is due and there is reason why older people wear shirts with a collar or a roll top

Ditto 'Netiquette' as an icebreaker, something they should all have been drilled on and understand, yet the feedback in the Chat from 22 students was low - four at most caring to give me a sentence. Many more would respond to a closed question with 'Y' or 'N'. I tried Q&A the other day and had no questions at all. I rather thinking typing is an issue - noit least if they are on a phone, but because they are certainly not able to touchtype - only touch thumb.

I guess therefore I am going through this process. I know what can be fixed swiftly and do so. Indeed, while a video was playing, by way of demonstration I made some of the slides 'accessible' simply by increasing the font size, putting in a pastel shade background and right justifying the text.

The element where we looked for words to describe enhancements or augmentation to reinvention was dropped. I had begun with a Business School diagram introducing SMAR (which I have not used at all). I then struggled to find the words myself so certinaly couldn't provide a simple, clear activity for them to do for three minutes. Instead I quickly created the following and then moved on to the 'Lessons for today'.

I also dropped flicking through some pages from DK online showing the historic development of the gun from flintlock to plastic submachine gun. Interesting in its own right, but not the right comparison for the above stages. 

The Gun > https://pubhtml5.com/cqlx/ftcx 

I brought in a TED lecture from from David Epstein on how athletes have improved over the last 85 years. Interesting in its own right, but was to show the interplay between a presenter and their slides > https://bit.ly/3m2iNc1

Activity Three I want to replace with my own video so from the outset the message is for students rather than me saying that they should hear 'student' every time the presenter says 'Teacher'. Also to diminish the negativity on some slide presentation types than might be overly reliant on the slides and the handouts rather than students taking notes. Taking notes is a totally foreign concept, not even students who may benefit from recording audio or video so they have something to play back. I nabbed this LINK > https://youtu.be/GuA8fPCHu9c from Open Learn's Take Your Teaching Online'. 

I should test my theory of 'learning at the speed of desire' > motivation is all. If they are motivated they could Google my intentions and get their own top tips on presenting, using slides, video and screencast technology.

Last session like today having gone through all the buttons on the Screencastify minidashboard dropdown I once again inadvertently hit the Webcame record.

Let's hope I don't do this for the next two sessions. I'll put a note to self in the slides.

My feelings? Good. The first session felt like a dress rehearsal, the second like a technical rehearsal. It can only improve. Getting engagement and evidence of learning from the students is another matter entirely.

Soon after viewing the above I headed into town for a haircut. 

1) Low barrier technology > flip the classroom

• Camera on a tripod with a white board

• One record

• No need for fancy cameras and editing which will put most off

2) Requires a deeper level of thinking

• Gets to the essence of what you have to say.

• Brief, treatment, script, know what you want to say.

3) Utilises the power of note taking 

• Increase retention of information

• vs the density of notes on PPT. 

• Vs printing off and handing notes. 

• Develops handwriting 

4) Benefits of Video

• Eye contact

• Facial Expressions 

• Gesturing to keep the student engaged 

• Teacher 

• Screen Capture with the teacher in a thumbnail 

5) Modeling a low barrier creative process

• Focus on the content not the technology 

• Beware the overwhelming possibilities it is NOT about the font or colour that matters. 

• Freedom is lack of choice / keep it simple

Over three decades ago I sat in an edit suite at Molinare on Great Marlborough Street to edit 'Which Firm of Solicitors?' a video and book we were sending out to law undergraduates. To create the title sequence we hired a freelance designer in who created the sequence by getting six one inch tape machines to coordinate their output. I can do this with an EFX in iMovies or Adobe Premier.

Captions required a person a desk alongside the sound engineer and editor.

Captions were keyed in and as meticulously placed as blocks of letter in a printing press. I do these off the keyboard in any App or platform that supports video. 

I am the one man band I was in my teens and early twenties - the one man band I was glad to escape from - yet here I am once more. My trajectory has taken a few turns, life moments and decisions that took me away from the action rather than towards it.

I wasn't so mentally suited to the brutal competition of the 'media'. A jobbing director is in an even worse position than a jobbing actor. 

So creating video is now more akin to painting by numbers? 

There's some methodology and science behind this edit. I'm not beholden to putting captions in a set place. I can change the size, font and positioning. Some research says put the caption where the eyes are taken - place them close to the action. Our field of attention is that small, don't be shy and leave captions to the fringes along the bottom. If you have to pause to read them you have failed.

And remember, the viewer can as easily pull up subtitles if this is what they want. When it comes to learning it is my prefered approach because then you see how a word is spelt as well as hear how it is pronounced and thus you have a greater chance of recalling it.

Be open and ask. Speaking with the head coach about a series of classes I will give to swimmers at various levels and their parents and guardians on healthy eating and hydration for sport I pointed out that the videos he'd put up on the club website weren't great: it was hard to hear what the young nutritionists from Swim Englands were saying because they had loud music over what the were saying ... to the point that it drowned the out. He had put them up there without looking at them.

I have by now watch close to 16 nutrition for young athlete videos from the US and UK: I have found a couple that will work better.

I'm still at the exploration stage with this. I am still watching, reading, having ideas ... finding that may others have thought along the same way already - which is reassuring. I'm not going for originality, rather effectiveness, appropriateness and simple enough for me to be able to deliver it and field questions.

Everything is orientating towards the 'Plate of Food' as a way to visualise what should be on the plate, in what portions too.

Using ThingLink to create a simple, clickable, 360° tour of the Learning Resource Centre (LRC) at one of our 5 sites at GB MET for SEND students (Special Educational Needs and Disabilities) I simply shot this clip on an iPad, which uploaded to my Google Photos album. I could have edited but had no need to do so. Labelled and downloaded I simply added the clip which can play on a loop until the user clicks away. I clicked on a microphone 'audio' button and added a simple commentary and we're done.

What I did find however, is that using the text box with a video clip sees the clip severely cropped. Next time I will also shot some far wider frames, possibly with a bias to the right hand side of the frame, so that the automatic cropping complements the video playback rather than rendering it useless - It is hardly good practice to show someone the need to press the Ctlr, Alt and Delete buttons together if you can only see one button. The SEND students I am advised have the mental age of children under the age of 10. 

Here's the link to this frame : https://www.thinglink.com/video/1244289378725920769 

What do you think?

How might these be used?

Health & Safety training and tours of college workshops?

Visits to distance building sites?

Underwater interactive tours of underwater cave systems?

What happens if you shrink to the size of a pea and are then accidentally swallowed? 

Video Production Kit

1. PC with video card, RAM and screens

2. Full HD camera with Manual 

3. Memory - lots of cards

4. Filters - for shallow depth of field

5. Fluid head tripod e.g. Manfroto 501 

6. Sound Recorder and Sound Recording Production  - Tascam or Zoom HR4N

7. Headphones

8. External microphone - e.g. shot mic AT83JB 

9. Mic stand boom pole

10. Lighting & Disk Reflector

11. Editing Software like Hit Film Express or Adobe Pro 

12. External hard drive

And some skill at framing, interviewing, planning, manual settings, light and sound, uploading, manipulating and editing ... 

https://youtu.be/E61zIyOM6ls

Take a sequences of video clips on your phone. If you got the shot first time and you have them in order that is you instructional video.

As the safety helm for a sailing club I need to remind myself every few months when I got out how to get away from the birth. A quick look at this helps. It works better than their training manual of photos and text.

It even has someone talking me through what to do. 

Good enough. 

How things come around.

Starting out in corporate video training and information films in the 1980s I found myself working with an ex BBC Money Programme Producer Alan Scales who won the contract to replace a carousel slide show (really) sent round to all branches, with video. One of the stories we covered was the opening of Abbey National's first cash machine at their Baker Street Branch (and HQ). That was 1985 or 1986.

Here I am in 2019 planning to create a simple 'how to video' for Students with Special Educational Needs (SEN). This will include how to use an ATM and to use a Pelican Crossing. No production team - just me, a camera and tripod, student actors. No budget so no producer role. I'll cut it on my desktop. It will be 'hosted' on Planet eStream, as a play alone video, or with a second screen of synchedslides. 

I would have hoped after 34 years to have moved on but my 'career' has been a constant spiralling up and down and off in all directions as I catch fermal, or come to earth with a bump, or jump out (with or without a parachute

It has taken 8 years. Maybe it has taken 18. I have in one vast loop gone from linear to interactive.

Only in the last week have I felt that I have arrived.

Academic training (MA ODE)

Two decades in corporate training.

And now, technology both permitting and expecting me to do everything, I find myself creating some 12 VR tours.

• Catering
• Aeronautics
• Motor Vehicle Workshop
• Theatre
• Swimming
• Sailing
• Prop Making for Theatre & Film
• Carpentry
• Painting & Decorating
• Electrics
• Plumbing
• Hair Salon &  Beauty

These are immersive, self-directed, celebratory, click through experiences of an learning environment augmented by clickable hotspots that show video, or images with audio or text. 

Come out of this and you get hit with a quiz of extreme close up photos, mid-shots and questions. 

Your have to be told that this is coming up.

It can cover:

Induction

Health & safety

Basic & advance learning and training

It can be as great as the tutor who takes up the challenge and the skills and insight of the 'enabling' person or team that creates the VR. 

 Fig.1. The BBC's First World War 'game'

Powerful. Rich. Fast. Makes you think. The perfect morning opener to a history lesson - though the 'F***!' word would not be welcome. I'd question its use. Many soldiers were 'God fearing, church-going Quakers'. And it will be a barrier to its use in many schools. 

The idea of having linear drama interspersed with choices is a 'cross media' or 'multi-platform' gold standard that was dreamt about, even proposed, a decade ago - but quite impossible except at huge expense and on DVD. It offers an interesting way into narratives such as 'Sliding Doors' or 'Back to the Future' where you as the viewer and protagonist could make choices about what you do and how you respond. 

A detailed report in Creative Review

Watching Horizon last night on Allergies I was tempted to go online. Try transcribing what is said in these programmes and you might not fill a couple of sides of A4: they don't say much. For me this is a simple example of how video is often the last thing you need as a piece of learning: a TED lecture would be better, a dozen TED lectures better still.

For all the buzz and excitement around distance and online learning I wonder if the connectedness of the Internet and the gargantuan levels and variety of content is the e-learning legacy - creating the environment in which people can travel virtually rather than prescriptive learning.

More WW1 games from the BBC 

• Virginia Woolf

• Vygotsky

• Van Gundy

• Video Arts

• Video

• Virtual Worlds

• Virtual Careers Fair

I add Virginia Woolf as she makes a very good argument for having 'a room of your own'; this can be difficult to achieve, a laptop might help then you can make any space your own. An iPad better still as I will work in the bath. But best of all, a room, even a cupboard-sized room, with a desk and a shelf is what you need. Not an e-learning thing. Just a thought on learning.

Vygotsky should be read from the original translations. He was writing in the 1920s. The translations came out in the 1970s.

Van Gundy is one for creative problem solving.

Video Arts went interactive but kept their roots in drama-reconstruction of business scenarios using top talent from TV and film. It's surprising who you find has done one of these in the post student drama school days. 

Video in e-learning. Of course. But the lessons are that if watching TV worked there'd be more of it. Watching tv is too passive; you have to do something, not least make an effort, if you brain is going to engage. Video is good for variety, for motivation and inspiration, but not all the time. Back to back talking heads bores students. Often a 'how to ... ' video is the only way.

Virtual Worlds have come from gaming. Very expensive. Can become out of date both from the technology and the look and feel. But they engage people. As with video, not all of the time though.

Monk’s House, Rodmell

VanGundy, A.B. (1988) Techniques of Structured Problem Solving, 2nd ed, Van Norstrand Reinhold. Te hniques 4.01, 4.06, 4.57

Fig. 1. End of Year 2012 Ante-smoking TV commercial and campaign

If you find the current anti-smoking ads powerful, in which a cigarette grows a life-like tumour as it is smoked, then imagine what the word 'disembowel' conjures up?

I do not suggest that you Google the word as I did wanting to correct my spelling 'disembowl' - which, if correctly defined might mean nothing more challenging that taking a bowl out of a cupboard, or away from a child who is playing with their breakfast.

I deliberately offer neither a link, nor an image.

It shocked me that even I could so naively stumble upon a gallery of such horrific proportions that includes CCTV footage of road accidents and the aftermath of murders, killings and war zone collateral damage. I am now forever damaged. My mind will run amok with these images forever - to scrub them would require cognitive behaviour therapy and hypnosis.

If I ever need to put my teenage children off the idea of riding on a motorbike, or getting a motorbike of their own I know what Google search will will put them off, potentially keep them off a pedal bike too. I've now seen what happens when a truck hits a stationary motorbike that is waiting to take, in this instance, a left turn off the main road.

I believe in the power of images - for advertising and for learning purposes.

I believe that the more genuine the image, however contrived and constructed, in its appropriate context - the more memorable the facts, events and circumstances are as a force to inform or educate. I believe also that where this image is animated, live or as live video, with both visual and auditory clues, the more powerful it becomes.

The police don't show reconstructions of traffic accidents to drunk or reckless drivers - they show them the real thing.