Video Analysis Instructional Design Presentation
description
Transcript of Video Analysis Instructional Design Presentation
Nan Ketpura-ChingKasey Fernandez
Marie SackMarisa Yamada
IN A
THE IMPOR TANCE ofANALYZING VIDEO
Classroom SETTING.
Nan Ketpura-ChingKasey Fernandez
Marie SackMarisa Yamada
IN A
THE IMPOR TANCE ofANALYZING VIDEO
Classroom SETTING.
THE PRESENTATION.
OVERVIEW
A. CONTENT ANALYSIS
B. INSTRUCTIONAL STRATEGY
C. PROTOTYPE MODULE
D. FORMATIVE EVALUATION
F. CONSIDERATIONS AND FUTURE IMPLICATIONS
Instructional Need and GoalTarget Audience
Hierarchy Chart
Performance Criteria
Criterion Reference TestGagnes 9 Events
One-to-one EvaluationsResults
E. DATA ANALYSIS
OVERVIEW
A. CONTENT ANALYSIS
B. INSTRUCTIONAL STRATEGY
C. PROTOTYPE MODULE
D. FORMATIVE EVALUATION
F. CONSIDERATIONS AND FUTURE IMPLICATIONS
Instructional Need and GoalTarget Audience
Hierarchy Chart
Performance Criteria
Criterion Reference TestGagnes 9 Events
One-to-one EvaluationsResults
E. DATA ANALYSIS
NAN
C O N T E N T A N A LY S I S
There is an increased need to integrate multimedia into the classroom.
deeper learning
and engagement.
MULTI-MEDIA INCREASES:
memory
comprehension
understanding
student motivation
(Berk 2009)
INSTRUCTIONAL NEED
The high school teacher will determine which video
would be appropriate for
sharing in a class.
C O N T E N T A N A L S I S
INSTRUCTIONAL GOAL
High school teachers Wide range of ability and skills Variety of learners Educated with at least an undergraduate degree
C O N T E N T A N A L S I S
TARGET AUDIENCE
Familiar with technology Motivated to learn how to better integrate technology and multimedia into the classroom
C O N T E N T A N A L S I S
THE HIERARCHY CHART
C O N T E N T A N A L S I S
THE HIERARCHY CHART
C L U S T E R # 2
OVERVIEW
A. CONTENT ANALYSIS
B. INSTRUCTIONAL STRATEGY
C. PROTOTYPE MODULE
D. FORMATIVE EVALUATION
F. CONSIDERATIONS AND FUTURE IMPLICATIONS
Instructional Need and GoalTarget Audience
Hierarchy Chart
Performance Criteria
Criterion Reference TestGagnes 9 Events
One-to-one EvaluationsResults
E. DATA ANALYSIS
MARIE
SKILLS PERFORMANCE OBJECTIVES
6.
Analyze accuracy of content.
Given a set of videos, the high school teacher will be able to examine video content accuracy.
7.
Match video content to course learning objectives
Given a set of videos, the high school teacher will be able to determine correlation of video content to the learning objectives.
8.
Identify disturbing images and select against them.
Given a set of videos, the high school teacher will be able to recognize images that are disturbing.
9.
Determine appropriate content of video.
Given information about the accuracy of video content, how well the content match course learning objectives, and appropriate video images, the high school teacher will be able to determine video content appropriateness.
INSTRUCTIONAL STRATEGY
PERFORMANCE CRITERIA
Skill Objective Example Non-Example Pretest Embedded Test Feedback Post Test
INSTRUCTIONAL STRATEGY
CRITERION REFERENCE TEST
Skill: Determine appropriate content of video
Objective: Given information about the accuracy of video content, how well the content match course learning objectives, and appropriate video images, the high school teacher will be able to determine video content appropriateness.
● Is the content accurate?● Is the video relevant to the course learning objectives?● Are the images appropriate?
INSTRUCTIONAL STRATEGY
INSTRUCTIONAL STRATEGY
Example
The following is a screenshot and description of a video that has accurate content, match course learning objectives and has appropriate images for teaching high school human anatomy.
Non-Example
The following is a screenshot and description of a video that does NOT have accurate content, does NOT match course learning objectives and has inappropriate images for teaching photosynthesis.
INSTRUCTIONAL STRATEGY
Pretest & Embedded
For an Algebra 1 math class about solving for a variable, which of the following video descriptions is accurate, match course learning objectives and has appropriate images:A. A video that shows the example: What is 5% of 30, and shows the steps that lead to the answer of 20. *B. A video that shows the example: Solve 2x + y = 4 for y and shows the steps that lead to the answer of y = 4 - 2x. C. A video that shows the example: Solve 2x + y = 4 for y and shows the steps that lead to the answer of x = 4 - 2y. D. A video that shows the example: Solve |2x -1| = 7 and shows the steps that lead to the answer of x = 4 or x = -3.
FeedbackA. Incorrect. This is a percent problem and not a solving for a variable problem. The answer to the problem is also incorrect. The images are appropriate. *B. Correct. This is a solving for a variable problem with a correct answer. The images are appropriate.C. Incorrect. This is a solving for a variable problem, but the answer is not correct. The images are appropriate.D. Incorrect. This is an absolute value equality problem with the correct answer, but it is not a solving for a variable problem. The images are appropriate.
Post Test
For a high school art history class on the topic of the Rosetta Stone, which of the following video descriptions is accurate, correlates to course learning objectives and has appropriate images for the topic:
A. A video that describes the similarities and differences in the languages of the Phoenicians, Persians, and Greeks. B. A video that describes the love lives of ancient Greeks and Egyptians. *C. A video that describes the three languages stating the same exact thing found on the Rosetta Stone, two of which finally helped break the code of Egyptian hieroglyphics: Ancient Greek and demotic (the Egyptian common language).D. A video about the three languages scribed on the Rosetta Stone possibly hiding a secret alien code
INSTRUCTIONAL STRATEGY
INSTRUCTIONAL STRATEGY
GAGNE’S 9 EVENTS
Gain Attention……………Show an excellent educational video Inform learners of objectives…State learning objectives
Recall of prior knowledge……Teachers critique video
Present content………Instructor critiques the same video
Provide guidance…Example & NonExamples (Check List)
Elicit performance……………Practice & Embedded Tests
Provide feedback……………….Test feedback
Assess performance…………….Post Test
Transfer…………Find a good video to use in your class
INSTRUCTIONAL STRATEGY
Check ListEvaluative Questions Yes No N/A
I. Determine Video Content Accuracy
Are the information in the video correct?
Are there credible support for the information presented in the video?
II. Determine How Well Video Content MatchCourse Learning Objectives
Does the video teach the material specified in the course learning objectives?
Will my students be able to understand the level of complexity of the content in the video?
III. Determine Video Image Appropriateness
Is the video overly graphic in nature?
Are there some students or parents that may find the video offensive?
OVERVIEW
A. CONTENT ANALYSIS
B. INSTRUCTIONAL STRATEGY
C. PROTOTYPE MODULE
D. FORMATIVE EVALUATION
F. CONSIDERATIONS AND FUTURE IMPLICATIONS
Instructional Need and GoalTarget Audience
Hierarchy Chart
Performance Criteria
Criterion Reference TestGagnes 9 Events
One-to-one EvaluationsResults
E. DATA ANALYSISMARISA
PA P E R M O D U L E
THEME
THE SCHOOL
PA P E R M O D U L E
THE PLAYERS
THE HEADMASTER THE COLLEAGUES
YOU
PA P E R M O D U L E
OUTCOME OF YOUR CHOICES
CORRECT INCORRECT
Lots of space & images Easy to understand User interest
PA P E R M O D U L E
LAYOUT
OVERVIEW
A. CONTENT ANALYSIS
B. INSTRUCTIONAL STRATEGY
C. PROTOTYPE MODULE
D. FORMATIVE EVALUATION
F. CONSIDERATIONS AND FUTURE IMPLICATIONS
Instructional Need and GoalTarget Audience
Hierarchy Chart
Performance Criteria
Criterion Reference TestGagnes 9 Events
One-to-one EvaluationsResults
E. DATA ANALYSIS
NAN
Collected data from peers and TAs
Met and discussed the data
Revised the module
Conducted one-on-one evaluations
Collected feedback notes and survey data
FORMATIVE EVALUATION
PROCESS:
Synthesized data received
Met and then discussed data
Revised the module
Utilized a 5 point Likert scale Strongly disagree Disagree Undecided Agree Strongly Agree
F O R M AT I V E E VA LU AT I O N
DATA COLLECTION
Collected quantitative data Survey
Collected qualitative data Notes Comments
F O R M AT I V E E VA LU AT I O N
SYNTHESIZING SURVEY DATA
BACKGROUND OF EVALUATORS
F O R M AT I V E E VA LU AT I O N
ONE-ON-ONE EVALUATIONS
3 women and 1 man
1 advisor 3 high school teachers
F O R M AT I V E E VA LU AT I O N
ORDER OF MODULE PRESENTATION
1. Read the script
2. Evaluator begins
3. Take notes
4. Survey
5. Additional Comments
Hi, ___________. My name is ___________, and I’m going to be walking you through this session today. Before we begin, I have some information for you, and I’m going to read it to make sure that I cover everything. You probably already have a good idea of why we asked you here, but let me go over it again briefly. We’re asking people to try using this Instructional Module that we’re working on so we can see whether it works as intended. This Instruction Module is for an Instructional Design course I am taking this semester. The session should take about half an hour.
The first thing I want to make clear right away is that we’re testing the module, not you. You can’t do anything wrong here. In fact, this is probably the one place today where you don’t have to worry about making mistakes.
As you use the module, I’m going to ask you as much as possible to try to think out loud: to say what you’re looking at, what you’re trying to do, and what you’re thinking. This will be a big help to us. Also, feel free to write your own notes on the module.
Also, please don’t worry that you’re going to hurt our feelings. We’re doing this to improve the module, so we need to hear your honest reactions.
F O R M AT I V E E VA LU AT I O N
ONE-ON-ONE SCRIPT
OVERVIEW
A. CONTENT ANALYSIS
B. INSTRUCTIONAL STRATEGY
C. PROTOTYPE MODULE
D. FORMATIVE EVALUATION
F. CONSIDERATIONS AND FUTURE IMPLICATIONS
Instructional Need and GoalTarget Audience
Hierarchy Chart
Performance Criteria
Criterion Reference TestGagnes 9 Events
One-to-one Evaluations
E. DATA RESULTS
KASEY
Results
OVERVIEW
A. CONTENT ANALYSIS
B. INSTRUCTIONAL STRATEGY
C. PROTOTYPE MODULE
D. FORMATIVE EVALUATION
F. CONSIDERATIONS AND FUTURE IMPLICATIONS
Instructional Need and GoalTarget Audience
Hierarchy Chart
Performance Criteria
Criterion Reference TestGagnes 9 Events
One-to-one Evaluations
E. DATA RESULTS
ResultsMARISA
COMMENT ANALYSIS
Layout very effective
Content was meaningful
Storyline made content enjoyable
Include more screenshots and examples
It would be helpful for us to expand instruction
SUMMARY
C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S
C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S
Module Design and Format
Layout and Story
Content Presentation
Examples/Nonexamples
Collaboration (Skype, Gdocs)
WHAT WENT WELL
C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S
Quiz Questions
Include Video Descriptions
Answers to Quizzes
IMPROVEMENTS
Bind paper module
WHAT WE WOULD DO NEXT TIME
More explanations
Annotations Captions
Various evaluators
Revise, revise, revise!
C O N S I D E R AT I O N S & F U T U R E I M P L I C AT I O N S
FUTURE IMPLICATIONS & CONSIDERATIONS
Guidance
Rules
Morals
Thank You!