Turning in-class lectures to online content

FIGURE 04 PLATFORM SNAPSHOT

Determining the duration of the online videos of our course was a major step in its production. Before shooting the videos, we gathered all the lecturing content of each unit and collaborated with each lecturer to transform it into online material. Having read Guo’s article on video production we figured that content had to be condensed in 30 to 40 minute long lectures and further dismantled to max 7 minute self-contained videos. That is videos whose content could be seen independently and whose contribution to the meaning of the main core of the lecture content could be evaluated autonomously.  (For more please check my article in “The Creativity Game – Theory and Practice of Spatial Planning”: DOI 10.15292/IU-CG.2015.03.30-37)

In addition we used highlighted text to make terms and definitions stand out of the narration and we’ve also included images and diagrams of the narration of the specific entities of meaning we were presenting at the time. We also uploaded the transcript of each segment so that students who were engaging in the content for the first time could also follow the narration by reading it.

The effectiveness of lectures was also examined by Donald A. Bligh in his book “What is the Use of Lectures” (analyzed further by Tony Bates in his “Teaching in a Digital Age”), and he also supports the notion that lectures “should not be longer than 20 to 30 minutes – at least without techniques to vary stimulation”.

Our primary aim was to present those units as an expert’s insight on a subject matter. Each lecturer provided the students with a unique tool for urban mapping both in terms of content and representation. Therefore, the process involved more than the sole transmission of content; it was configured to describe a specific mode of thinking about the city.

Teaching in a Digital Age: Guidelines for Teaching and Learning – See more at: http://www.tonybates.ca/teaching-in-a-digital-age/#sthash.QUZ8ZKXz.dpuf
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