Interactive Video
This interactive video was created using Educannon and an earlier Youtube screencast that I created to help students understand how to use Instagrok. I really enjoyed using Educannon as the tools were fairly easy to quickly grasp and to incorporate several multiple choice questions into the video. The project took me about two hours, but as I use the tool more often the times should be drastically less.
Interactive video offers many interesting possibilities in regards to making what might be a passive experience into a more active experience. The learner when watching a regular video is just watching the information being given and can easily lose focus and miss key details, even when taking notes. When the video experience is interactive the learners are made to give greater attention to the content because they are being made to pay more attention and be made accountable for the information, but also perhaps most important they are participating in an activity in which they are getting timely reinforcement of the information which should help them retain the information.
Two main types of interactive videos are ones with embedded assessments, questions, or annotations, and those which allow the viewer to make choices or branching videos. In watching the videos with embedded assessments the most natural assessment seems to be multiple choice questions which can give the viewer immediate feedback on their choices. The examples of this included the "Kid President's Pep Talk,” and “Chihuahua Yoga Lesson.” As long as the questions were only multiple choice then the feedback was immediate, but at certain points the learner was asked short answer questions which cannot be immediately responded to. This would be inconvenient for the teacher to have to go through and read all the responses but also the learner will not get feedback on their responses in a timely manner. One way around this was used by the Kid President video by using a link to a Google sheet in which the learner can submit an answer but also view the responses from everyone else. More open ended questions are very well suited to this approach, but if these tools are for formative or summative assessment then the question is how will benefit more the learner or the teacher. Sometimes a response to a question or a level of understanding is not easily discerned when only multiple choice is used. One of the other tools shown, called Blubbr, also allowed multiple choice questions, but didn’t seem to have the level of control and options. I like the fact that Educannon marks where in the video a question will be for easy referral and giving the learner a heads up that it’s coming.
The branching videos that were shared offered many possible uses for learning. The content seemed more varied and also more personalization for the learner. Examples such as “Will it Blend,” or “How to Choose a Wine” seemed like examples for more informal learning experiences in which the viewer is not being asked to master content but to experience in their own manner some information or experiences. The example “Interactive Animal Sounds” seemed like a good synthesis of using the branching type video but also using the multiple choice approach to checking for understanding. I think overall when talking about creating a training and organizing content that the branching approach would be very time consuming to create and there might be very specialized instance when using this type of approach would make sense.
Two main types of interactive videos are ones with embedded assessments, questions, or annotations, and those which allow the viewer to make choices or branching videos. In watching the videos with embedded assessments the most natural assessment seems to be multiple choice questions which can give the viewer immediate feedback on their choices. The examples of this included the "Kid President's Pep Talk,” and “Chihuahua Yoga Lesson.” As long as the questions were only multiple choice then the feedback was immediate, but at certain points the learner was asked short answer questions which cannot be immediately responded to. This would be inconvenient for the teacher to have to go through and read all the responses but also the learner will not get feedback on their responses in a timely manner. One way around this was used by the Kid President video by using a link to a Google sheet in which the learner can submit an answer but also view the responses from everyone else. More open ended questions are very well suited to this approach, but if these tools are for formative or summative assessment then the question is how will benefit more the learner or the teacher. Sometimes a response to a question or a level of understanding is not easily discerned when only multiple choice is used. One of the other tools shown, called Blubbr, also allowed multiple choice questions, but didn’t seem to have the level of control and options. I like the fact that Educannon marks where in the video a question will be for easy referral and giving the learner a heads up that it’s coming.
The branching videos that were shared offered many possible uses for learning. The content seemed more varied and also more personalization for the learner. Examples such as “Will it Blend,” or “How to Choose a Wine” seemed like examples for more informal learning experiences in which the viewer is not being asked to master content but to experience in their own manner some information or experiences. The example “Interactive Animal Sounds” seemed like a good synthesis of using the branching type video but also using the multiple choice approach to checking for understanding. I think overall when talking about creating a training and organizing content that the branching approach would be very time consuming to create and there might be very specialized instance when using this type of approach would make sense.