The following is a joint blog post from Team Ted-Ed: Dorothy Sidhu, Amanda Dunn, and Jessica Brown

1. What type of learning event and delivery technology did you choose?

We chose to explore video-based lessons using Ted-Ed. We wanted to explore a video-based technology that facilitates blended and online learning. We selected Ted-Ed due to its blended video-based learning with interactive experiences, such as multiple choice questions and discussions that can be facilitated by the instructor or other leaders. In addition, the Ted-Ed community provides instructors with opportunities for collaboration as they can share their own lessons and customize lessons that others have created. As a team, we selected six different lessons in the category of thinking and learning to get a better understanding of the tool, explore the depth of the lessons provided, and witness how it works from a student’s perspective.

We were also interested in the flexibility that Ted-Ed offers, including the varying lengths of video, the different learning series, and the option for the videos to be a stand-alone online learning event with questions and discussion in person or to utilize Ted-Ed’s WATCH, THINK, DIG DEEPER, and DISCUSS. The option to DISCUSS on Ted-Ed’s platform gives the opportunity to have a much larger discussion, connecting with other learners outside of the classroom which we were all intrigued by.

2. What background reading did you do to learn more about it? (Blogs, websites, library journal articles). Write a summary of what you learned.

Our team did a variety of individual research that helped further peak our interest in Ted-Ed. This included reading a variety of articles that supported the addition of video-based technology to a learning environment. Highlights of our research include:

• The advantage of context-based video instruction which is a feature of many Ted-Ed videos where experts offer personal experiences or examples with associated visuals (Choi & Johnson, 2005).
• How videos can be made so that your classroom becomes more accessible (Shearer, 2016; Video Accessibility, n.d.).
• How to effectively design videos in a way to reduce cognitive overload, ensuring certain elements are infused to promote active learning and how to best engage the students (Brame, 2015). Brame’s (2015) suggestions were to:
  • Keep videos brief and targeted on learning goals.
  • Use audio and visual elements to convey appropriate parts of an explanation; make them complementary rather than redundant.
  • Use signalling to highlight important ideas or concepts.
  • Use a conversational, enthusiastic style to enhance engagement.
  • Embed videos in a context of active learning by using guiding questions, interactive elements, or associated homework assignments.
  • Ted-Ed’s About section, clearly demonstrating with one of their illustrated videos the main goal and purpose of Ted-Ed (Ted-Ed, n.d.).
• How giving students both video and text-based information adds to giving more learning options to the students (Hahn, 2012).
• The positive impact that technology has on learners’ attention and achievement (Brand & Bester, 2013).

3. Based on the above, what question(s) would you like to pursue as you explore or participate in it?

As a team, we are left with a wide variety of questions.

• How can designers ensure interactive, video-based learning tools are accessible to all audiences?
• Do interactive follow-up components to videos such as multiple-choice questions and discussions increase retention of information, if so how?
• How effective is having videos, such as Ted-Ed, embedded within a learning experience?
• How does the length of videos and learning events impact learners’ experience?
• What are some common types of challenges, issues, or even biases observed as it relates to video-based learning?
• What are the privacy and safety concerns associated with Ted-Ed and how are students protected?

We are tasked to approach this learning event with a critical inquiry lens; asking questions and guiding each other as we go to further our understanding and knowledge. Some of these questions we will be able to answer with anecdotal evidence that is supported with literature as we participate in our learning event and others may take a little longer to understand. As learning is extremely personal, we are interested to see how our individual bias will compare to each other, and further guide our inquiry.

References

Brame, C.J. (2015). Effective educational videos. Retrieved [April 13, 2019] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/

Brand, L., & Bester, G. (2013). The effect of technology on learner attention and achievement in the classroom. South African Journal of Education, 33(2), 1-15. doi:10.15700/saje.v33n2a405

Choi, H. J., & Johnson, S. (2005). The effect of context-based video instruction on learning and motivation in online courses. The American Journal of Distance Education, 19(4), 215-227. doi:10.1207/s15389286ajde1904_3

Hahn, E. (2012). Video lectures help enhance online information literacy course. Reference Services Review, 40(1), 49-60. doi:10.1108/00907321211203621

Shearer, S. (2016). 6 point accessible video checklist. Retrieved from www.abilitynet.org.uk/news-blogs/6-point-accessible-video-checklist

Ted-Ed About (n.d.). Retrieved from https://ed.ted.com/about

Video Accessibility (n.d.). Retrieved from https://www.queensu.ca/accessibility/how-info/video-accessibility