{"id":252,"date":"2018-11-30T12:53:53","date_gmt":"2018-11-30T20:53:53","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0065\/?p=252"},"modified":"2018-12-02T15:05:34","modified_gmt":"2018-12-02T23:05:34","slug":"design-solution-using-video-based-discussion-to-build-online-learning-communities","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0065\/design-solution-using-video-based-discussion-to-build-online-learning-communities\/","title":{"rendered":"Design Solution: Using Video-Based Discussion to Build Online Learning Communities"},"content":{"rendered":"[et_pb_section bb_built=”1″ _builder_version=”3.0.47″][et_pb_row _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″][et_pb_text _builder_version=”3.17.6″]\n

“Learning is not safe. In fact, to learn is to take a risk, to become an aerialist, to put your head in the lion’s mouth. Learning is a death-defying act. And though it takes place largely within the confines of silent classrooms and sterile learning management systems, within the mind of the learner, riots can occur.\u201d (Morris, 2016, para. 40)<\/span><\/p>\n

Context<\/b><\/p>\n

We are professors in post-secondary education, teaching in the fields of skilled trades and digital technology. As we worked through the design thinking process, we found that we resonated with each other’s solutions. Throughout the design thinking process, we were able to empathize with our student’s experiences and build upon each other’s ideas.<\/span><\/p>\n

As we look to provide <\/span>hybrid learning<\/span><\/a> opportunities for our students, through online and face to face interactions, we believe it is important that learners become actively engaged.<\/span><\/p>\n

Problem Statement<\/b><\/p>\n

Throughout the design thinking process, we identified three common themes:<\/span><\/p>\n

    \n
  1. Building community in an online environment.<\/span><\/li>\n
  2. Safety in asking for, and providing feedback in an online environment.<\/span><\/li>\n
  3. Using educational technologies to promote student interaction and engagement.<\/span><\/li>\n<\/ol>\n

    Based upon these themes, our problem statement became: It is difficult to build an OLC where members feel safe to collaborate and share experiences.<\/span><\/p>\n

    Solution<\/b><\/p>\n

    The first activity of the course will be an introduction using <\/span>Flipgrid<\/span><\/a>, a video-based discussion application that promotes student engagement and discussion. \u00a0Flipgrid allows an instructor to set a discussion topic and then allows students to respond via video (Flipgrid, 2018). \u00a0Studies have shown that video-based discussions (VBD) have increased interaction over text-based discussions. As noted by Clark, Strudler and Grove (2015) in their study on video vs. text-based discussion tools,<\/span><\/p>\n

    Students also indicated the VED video conferencing tool made collaboration much easier<\/span>
    <\/span> and more productive as it was possible to \u201cknow\u201d your group-mates\u2019 strengths and<\/span>
    <\/span> weaknesses. The video features of the VED provided the ability to see both verbal and<\/span>
    <\/span> non-verbal social cues, helping develop feelings of trust and belonging. (p. 60)<\/span><\/p>\n

    Flipgrid allows for asynchronous video interactions between students, providing risk-taking and a safe form of interaction due to the students not having to interact in real time.<\/span><\/p>\n

    The Activity<\/b><\/p>\n

    Instructions will be provided to the student to introduce themselves on video in the private Flipgrid grid, with the professor providing an initial exemplar post and technical assistance if required.<\/span><\/p>\n

    In their introductions, the students will share challenges they may have faced in previous online learning and how those challenges were overcome. \u00a0If this is their first experience in an online environment, the students can express any fears or concerns that they may have participating in an online community. After posting, the students will be encouraged to provide video feedback on two other posts. \u00a0This could be in the form of a question, a statement, an affirmation, or encouragement.<\/span><\/p>\n

    In our discussions throughout the design thinking process, we both agreed that engagement starts with a sense of safety and that sense of safety can come from empathy and understanding from both the instructor and fellow students. Black, Sanders and Dandavate, and Buchenau and Fulton Suri (as cited in Mattelmaki, Vaajakallio & Koskinen, 2014) discuss that \u00a0\u201cThe more a designer can live and experience the user\u2019s emotions, the better she can transform the ideas and constraints into appealing and pleasing design solutions\u201d (p.70).<\/span><\/p>\n

    Feedback<\/b><\/p>\n

    We ask for feedback on the preceding activity and the following questions:<\/span><\/p>\n