In week 2, I learnt pedagogically Effective Design for video, which is the essential knowledge in order to achieve the potential of the pedagogic roles. The Week 3 and Week 4 are design exercises. As I was late to register this course, I did this exercise without a peer group.
The Design Principles includes 30 principles defined in 8 categories (Hook, Signpost, Cognitive Engagement, Constructive Learning, Sensitise, Elucidate, Reinforce and Consolidate). This framework is based on the educators ideas at the BBC Open University Production Centre.
As Jack has said that “It’s often necessary to complement video with discussion, printed guidance, practice, formative evaluation”, I can see this course is designed in such way. I really like Jack’s demonstration in each video. In each unit, he provides learning materials underneath the video. In the video, he explains the concepts with examples and used colours to highlight the principles he was talking. His presentation alongside the content does help learners to follow and understand better. For example, the explanation about “control pace” and “word-image synergy” helps me a lot. As when I made a webcast, I spoke slowly because I knew users can change the play speed themselves, but I didn’t think wording and how can I say it in different ways to make the indicate syntax, or where should I pause longer or short due to indicate a new topic, etc.
I like the exercises about which pedagogic roles overlap with the design principles too. The difficult ones for me are:
- “Concertise/Activate their knowledge” overlaps with “visual representation/analogy/metaphor” and “illustrating concepts”;
- “Control pace, depth, breath” overlaps with “composite images”, “modelling”, and “condensing time” , and
- “Maximise cognitive clarity” overlaps with “animated diagrams”.
It’s not easy to remember all 30 design principles and 33 pedagogic roles. However, it’s easy to remember some of the video clips that Jack used to explain the concepts. I will definitely consider what I learnt from this course, and apply the principles that I think the most beneficial for learners when I prepare to deliver video content.
Thanks for Jack Koumi run this open course. Jack Koumi’s latest publications:
- Koumi, J. (2015). Audiovision for training Teachers of Nigerian Nomadic children. Journal of Applied Instructional Design, 5(1). pp.23-34.
- Koumi, J. (2015). Learning outcomes afforded by self-assessed, segmented video–print combinations. Cogent Education, 2(1). pp.1-27.
- Koumi, J. (2013). Construction of 56 instructional TV programmes for English Language learners in Turkey. Educational Media International. 50(4). pp.341-354.
- Koumi, J. (2013). Pedagogic Design Guidelines for Multimedia Materials: A Call for Collaboration between Practitioners and Researchers. Journal Journal of Visual Literacy, 32(2). pp.85-114.
At last, I have to say that I found that navigating a course on EMMA isn’t easy. I missed a few assignments, and later I realised that I can go to the course – My Dashboard to view all units and assignments/quizzes linearly, so I can see which section I have missed. Also the Unit sections should have a number like 1.1 to help learners to browser. Meanwhile, I wouldn’t notice Jack’s blog if I didn’t read his comment in a discussion. He has summarised assignment answers and key notes in his blog, which is very important.