Theoretical Frameworks (Unit3,Act1)

I am going to repost my research question:

“How might the transition to online learning impact post-secondary ESL students?”

and Sub Questions so that my framework ideas make more sense.

1)What barriers and challenges do ESL students face in the transition to online learning?
I want to focus on anxiety around studying in a foreign language and participating in online discussions ( I am more interested in the synchronous video, but should probably look at text-based communication as well?). There are two frameworks that could be useful here.
– Constructivism and social learning. I found an interesting book by Pritchard & Woollard (2013) that looks at online learning through this framework. There are also plenty of research papers on it.
– Psychoanalytic theory. I want to understand anxiety better.  Mathew (2018) specifically explores anxiety in online learning through the lens of psychoanalytic theory in his book “Fragile learning: The influence of anxiety”. It looks promising and very interesting. Psychoanalysis is somewhat removed from the study of online education but I still wonder if I can find more papers about it. I am still in the brainstorming phase.

2)What is the role of cultural differences in online learning?
I wonder if I can start looking at cultural dimensions (Hofstede, 2011) first and then explore which ones might play a role in online learning.  The model contains six dimensions of national cultures: Power Distance, Uncertainty Avoidance, Individualism/Collectivism, Masculinity/Femininity, Long/Short Term Orientation, and Indulgence/Restraint. (p.8).

3)What strategies might be used to address the barriers and challenges that ESL students face in the transition to online learning?
I am not sure what framework to look at here. I might even drop this sub-question if I don’t find anything concrete.
————–

I am now realizing that none of my suggested frameworks address the main research question directly. They are mostly useful for subquestions. That probably means that I either need to connect all my frameworks (and subquestions) together in order to answer the main question OR I need to narrow down my main research question.  To be honest, I am not that interested in any other barriers and challenges of ESL students besides language anxiety (in an online learning environment). But if I narrow down my research question to that, I might run into the problem of not having enough literature on this topic…

References

Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1014

Mathew, D. (2018). Fragile learning: The influence of anxiety. Routledge.

Pritchard, A., & Woollard, J. (2013). Psychology for the classroom: Constructivism and social learning. Routledge.

So what? And who cares?

It is difficult for me to imagine that in the process of doing this research project, I will discover something of significant importance. To some, it might look like a lack of faith on my part, to others like a pragmatic and rather realistic assessment of my situation. The truth is probably somewhere in the middle.
Let’s imagine, I produce a quality paper. So what? Mid-program I have made a decision to steer clear of the education system because I do not believe we are suitable for each other. Therefore, it is unlikely for this paper to become a stepping stone towards something greater. This brings me to another important question. Who cares? It is unlikely that many people will because I am not an instructor now and I will not be a part of the education system after I graduate. I will return to counselling. If I end up working for a non-profit, perhaps, a program manager or a co-worker might be curious. If I end up working for myself, my clients are unlikely to see my paper or even benefit from it. That’s why I don’t see much of a sense in disseminating it.
What is the point of doing this research project then? For others, it might turn out to be none at all and I am fine with that. I will be doing it for myself, for the skills acquired in the process and for a sense of accomplishment at the end.

Activity 9-1

Digital facilitation still feels awkward and I am still not a fan of it. There are certainly many reasons for it and to summarize assignment 4, it doesn’t seem to suit my personality and teaching style. I am not looking to change either of them. It makes me wonder then:

  1. Is it possible to overcome this issue with better technology?
  2. If this technology does not exist yet, how would it function so that it would make #1 possible?

To answer my own question “but why bother?”,  I thought about 3 moments that I enjoyed

  • Brainstorming ideas in the planning phase.
  • Critiquing the whole thing.
  • Learning from a not-so-enjoyable experience.

Perhaps, there is a place for me (if it exists) in the background, on the support team.

 

 

3 strategies for each presence

      Learning context: Our program has a new series of Virtual Parenting Workshops (via Zoom).
I was asked If I wanted to help with facilitating. After learning that
I would not be involved in creating the structure or content for these workshops and that I would have little to no influence on how they are run, I decided not to. I saw the previous edition and while the workshops (especially in-person ones) were informative, they did not suit my style. They were conducted as if students came to learn from an instructor, instead of parents learning from a parent and from each other. If I had an opportunity to improve the workshops, I’d use these strategies, adopted from the Community of Inquiry theory.  

Canva infographic

Social Presence

  • Mirror individual/group mood/situation (inspired by Bull(2013))
    Usually, parenting workshops run weekly, they have a predetermined topic, as well as content and activities based on that topic, regardless of what the individual participants are going through at the moment. I would connect with the group/individuals first and then customize the activities/content based on what’s relevant.
  • Use humour (dad jokes) (inspired by Lalonde (2020))
    Usually, parenting workshops mimic a classroom atmosphere, it’s too dry and too formal for my style. I’d incorporate humour to warm up the group and connect with them on an emotional level since teaching parenting is less about information transfer and more about modelling a way of being. And humour is not just a way to connect with the audience, it’s also a great coping mechanism for daily struggles that most parents face.
  • Incorporate role-playing (inspired by Boettcher (n.d.))
    Usually, parenting workshops are all about information transfer, while relying on large/small group/individual experiences in role-playing is not only more fun but it’s also more effective.

Teaching Presence

  • Ask for informal feedback (inspired by Boettcher (n.d.))
    Usually, parenting workshops are set up as one-way communication and there is very little real-time feedback from participating parents
  • Be authentic/vulnerable (inspired by Bull(2013))
    Usually, facilitators of parenting workshops act as all-knowing experts, close-to-perfect parents and fear being vulnerable, admitting flaws, mistakes and shortcomings. Most parents want to learn from someone relatable and don’t want to feel like crappy parents in comparison to someone else.
  • Normalize uncertainty & making mistakes (inspired by Lalonde (2020))
    Usually, when facilitators do not acknowledge their own mistakes and not knowing what to do, participants also follow suit and miss opportunities to learn.

    Cognitive Presence

    • Share your own struggles (inspired by Bull(2013))
      It helps you learn from other parents, while you model being a co-learner, a parent that never stops learning. 
    • Connect theory & personal stories (inspired by Boettcher (n.d.))
      Connecting theory to personal stories helps parents find personal meaning in theoretical knowledge.
    • Seek/discuss a resolution to previously shared challenges(inspired by Lalonde (2020))
      Usually, parenting workshops move on to another topic next week and never follow up on anything that was discussed last week. Parents need an opportunity to apply new ideas as they seek a resolution to their ongoing issues.

References

Boettcher, J. V. (n.d.). Ten Best Practices for Teaching Online. Design for Learning. http://designingforlearning.info/writing/ten-best-practices-for-teaching-online/

Bull, B. (2013). Eight Roles of an Effective Online Teacher. Faculty Focus.

Lalonde C. (2020) Facilitating in a Community of Inquiry video (11:20)

Assignment 2, Team 1, Facilitation Plan (updated from draft)

Digital Literacy in Higher Education:
Implications for Facilitation 

Learning Module Draft

By Eric Yu, Denys Koval, & Jonathan Carpenter

Welcome to the initial plan for the Digital Literacy (DL) in Higher Education learning module. Although we are excited about the direction we are taking with this learning module, we invite readers to weigh in on how we can inject even more value into this upcoming learning experience. 

Learning Objectives

The primary learning objective for this module is to explore and discuss key topics on digital literacy in higher education from the facilitator’s perspective. In addition, we will create an open-source digital resource (e.g. infographic and personal reflection stories) that helps to inform online facilitators of digital-literacy best practices on the following five topics:

  • What is DL? 
  • The importance of DL in online higher education 
  • Essential DL competencies in online learning 
  • Methods of teaching DL in online learning 
  • Critical issues in DL (e.g. issues and solutions)

Therefore, the learning outcomes of this module are as follows: 

  • Define digital literacy 
  • Understand the importance of DL in online higher education 
  • Identify and describe at least three essential DL competencies
  • Identify and describe at least three methods of teaching DL
  • Identify at least three critical issues on DL 

Learning Resources

This learning module features one primary reading and several readings on key digital literacy sub-topics which will assist learners in their efforts to complete the week’s learning artifact stated above. 

Primary Reading

Ivus, M., Quan, T., Snider, N. (March, 2021). 21st Century Digital Skills: Competencies, Innovations, and Curriculum in Canada: Information and Communications Technology Council (ICTC). https://www.ictc-ctic.ca/wp-content/uploads/2021/04/21st-century-digital-skills.pdf

Readings on the five DL sub-topics

  • Topic 1 resource: Definition of DL  

University, W. S. (n.d.). What is digital literacy? Retrieved September 16, 2021, from https://www.westernsydney.edu.au/studysmart/home/study_skills_guides/digital_literacy/what_is_digital_literacy

  • Topic 2 resource: Importance of DL in higher learning, online context  

Alt, D., & Raichel, N. (2020). Enhancing perceived digital literacy skills and creative self-concept through gamified learning environments: Insights from a longitudinal study. International Journal of Educational Research, 101. https://doi.org/10.1016/j.ijer.2020.101561  

  • Topic 3 resource: Essential DL competencies in online learning 

MediaSmarts. (n.d.). Digital Literacy Fundamentals. Retrieved September 16, 2021, from https://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/digital-literacy-fundamentals    

  • Topic 4 resource: Methods of teaching DL in online learning 

Stenger, M. (2018). 7 Ways to teach Digital Literacy | Tips and Tricks for Educators. https://www.opencolleges.edu.au/informed/edtech-integration/7-ways-teach-digital-literacy/  

  • Topic 5 resource:  3 Critical issues  

bin Abdul Salam Al-Hayani Hisham bin Jameel Bardesi Mohammed bin Ahmed Hassanien, A., & Salah Youssef, S. (n.d.). The Five Competencies of E-Learning Edited by.  

Asynchronous Activities

Ice Breaker

  • Learners post one personal DL experience on Flipgrid
  • Learners reply to each other throughout the entire week

Jigsaw Activity 

  • Learners are assigned specific DL subtopics to create and post a brief summary, via Padlet, to add to the DL digital resource/tool. 

Synchronous Session

Date: September 22, 2021 @ 6:30 pm PST

  1. Introduction of the five DL sub-topics
  2. Open group discussion on the five DL sub-topics and personal reflections from the ice-breaker activity (e.g. discuss solutions). 

Rationale: Many members of the 2021 MALAT cohort have acknowledged, on numerous occasions, the value of open-ended questions in group discussions. We thought it would be appropriate to foster this learning themed by conducting an open (and prompted) group discussion on DL!

Learning Technologies 

Moodle 

  • The host platform for the learning module
  • Why? Moodle is a proven learning management system in higher education that is easy to use and effective technology to use for meeting short instructional design deadlines. 

Discord

  • Host ongoing learner-learner and learner-facilitator communications (e.g. news, learner collaboration, facilitator questions, and discussion prompts)
  • Why? The 2021 MALAT cohort uses Discord exclusively for ongoing communications, so the resulting familiarity largely underpins our decision to use the platform for this learning module. In addition, the functions and social elements in Discord are easy to use, making for a smooth user experience, which only boosts its value as a supplementary learning tool. 

Flipgrid

  • Hosting group discussions (e.g. the course ice breaker) which will emphasize the use of video to post ideas, in addition to text-based posts, to promote self-expression and creativity. 

Canva

  • At the end of the course, the facilitators will aggregate the Padlet contributions and create an infographic for others to use and share. 

Padlet

  • A quick and convenient way to collaborate on the learning module artifact. The MALAT group is familiar with this platform already, so collaborative efforts should be seamless. 

Learning Schedule

  • Module introduction and orientation
  • Monday – Ice breaker activity (replies occur the duration of the week)
  • Introduction to the group project
  • Primary reading and optional readings
  • Synchronous session (Wednesday) 
  • Friday Possible reflection on DL (short Flipgrid post) 
  • Sunday (Padlet submissions due)

Connections to the Community of Inquiry framework

Teaching Presence 

  • The synchronous session (Indicators: Instructors will be providing a brief overview of the material, sharing a personal meaning and facilitating a discussion based on that material)
  • The discussion forums (Indicators: Instructors will be moderating and participating in discussions) 
  • The communication prompts (Indicators: Instructors will be prompting learners to respond to check-ins about the module progress)
  • The question and support thread (Indicators: Instructors will be inviting and answering questions)

Social Presence 

  • The synchronous session (Indicators: Learners will be expressing themselves in discussions)
  • The discussion forums (Indicators: Learners will be sharing their reflections and responding to each other’s posts)

Cognitive Presence 

  • The Moodle shell (Indicators: Learners will be exploring module content such as reading materials)
  • The discussion forums (Indicators: Learners will be exchanging information and connecting ideas)
  • The creation of infographic (Indicators: Learners will be integrating the new ideas they learned in a module)

Initial Reflection on Digital Facilitation (1-2-3)

Digital Facilitation, for me, is like having sex in space. Not that I have had the experience, but according to Neil deGrasse Tyson, it’s awkward. And it seems to be a constant struggle to overcome obstacles. In other words, it takes more time and effort, and it’s less enjoyable. I still prefer to do it (teaching) in person. And probably always will.

Unless technology advances to a point where it is a super realistic simulation, but I could still do it from home. Walk around my place in my underwear (invisible to my students) and teach a bunch of student holograms in my living room. I guess my students would see my hologram as well. I wonder if that scenario would present any issues? Somehow I suspect it would still feel less natural. Which brings me to another question: could digital facilitation ever be better than in-person?

Yes, I am doing 1-2-3 instead of 3-2-1. It’s in my nature to break patterns, and I find it difficult to conform to existing structures, rules or guidelines. Even if my way is not a better way, I need to feel like I am an individual, which made me realize that I would not fit into any system of formal education. Going through this program has been an interesting journey, but I could never teach in it. Every course is designed the same way; it follows the same formula. I am sure it is the most effective way for the institution, but I wouldn’t be motivated since I am stimulated by novelty, uncertainty, and unpredictability.

This week’s reading mentions the Socratic method, and it’s great, but Socrates didn’t sit in front of the computer all day, nor did he stand in front of the classroom. His students followed him in the streets. And the passing of knowledge (and his method) was done through mentorship rather than the traditional (which digital facilitation tries to emulate) facilitation.

Final blog – engagement

My background (education and career) is in psychology so I am naturally drawn to the motivational aspect of education. Engagement struggles are probably the only thing I can relate to when talking to other students in the program. I zone out when I read or hear them complaining about their own students, grading, administration, deadlines. I used to think I disengage because I can’t relate to their experience since I never worked as a teacher. Until I realized that I disengage because I do not want to an instructor. My engagement in the program has dropped to a dangerous bare minimum. I still want to graduate though. But how am I going to finish the remaining year? How much am I going to learn if my motivation is as low as it can possibly be? What can I rely on to stay afloat, if my internal resources are rapidly depleting?

The most useful thing I learned in this course is the importance of other people when it comes to engagement.
The team project was crucial, I felt like working together on a common goal made it more meaningful and increased my motivation as a result. It was also interesting to get to know each team member a little better. Everyone had their own unique strengths and talents, but what they all had in common is the ability to forgive me for being the weakest link, treat me fairly and engage me as their equal. I had to push myself harder to prove that I was worthy of being treated that way.
Irwin’s engagement was extremely important. It was the first time that I felt an instructor went beyond the responsibilities of their job. When someone actually cares to take the time and take a deeper look at what you are struggling with, it almost feels like a miracle.
I guess the lesson here is to seek out external resources when the internal ones are lacking. To not be afraid to ask for help. And to trust that it will come. To let go of the guilty feeling of being a burden.
This is my takeaway about engagement:

If I am struggling to engage, I need to help others help me. I might have little to no motivation of my own, but I need to reach out and be open to being filled with motivation by interacting with others.

Assignment 1: Critical Inquiry Part 2 – Team Awesomest Presentation

In our course for LRNT526, our team (Ash SeniniJonathan CarpenterKristin Beebe and I) has critically analyzed Video-Based Learning. We chose to examine a LinkedIn Learning course for our learning event.

We examined the applicability of this technology in terms of the 4 aspects:

  • Efficiency
  • Effectiveness
  • Equity
  • Engagement

For a brief overview of our research approach and findings, you can view our infographic

References

Astleitner, H., & Hufnagl, M. (2003). The effects of situation-outcome-expectancies and of ARCS-strategies on self-regulated learning with web-lectures. Journal of educational multimedia and hypermedia, 12(4), 361-376. https://www.learntechlib.org/primary/p/14512/

Beheshti, M., Taspolat, A., Kaya, O. S., & Sapanca, H. F. (2018). Characteristics of Educational Videos. World Journal on Educational Technology, 10(1), 61–69. https://files.eric.ed.gov/fulltext/EJ1170366.pdf

Canadian Mental Health Association (n.d.). Fast facts. Canadian Mental Health Association. https://cmha.ca/fast-facts-about-mental-illness

Garrison, D. R. (2003). E-learning in the 21st century: a framework for research and practice. RoutledgeFalmer. https://www.researchgate.net/publication/287556984_E-Learning_in_the_21st_century_A_framework_for_research_and_practice_Second_edition

Jones, T. H., & Paolucci, R. (1999). Research framework and dimensions for evaluating the effectiveness of educational technology systems on learning outcomes. Journal of Research on Computing in Education, 32(1). https://doi.org/10.1080/08886504.1999.10782266

Keller, J. M. (2010). Motivational design for learning and performance: the arcs model approach. Springer. https://doi.org/10.1007/978-1-4419-1250-3

Majeski, R. A., Stover, M., & Valais, T. (2018). The community of inquiry and emotional presence. Adult Learning, 29(2), 53–61.

Panesi, S., Bocconi, S. & Ferlino, L. (2020). Promoting students’ well-being and inclusion in schools through digital technologies: Perceptions of students, teachers, and school leaders in Italy expressed through SELFIE piloting activities. Frontiers in Psychology, 11, 1563. https://doi.org/10.3389/fpsyg.2020.01563

Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. The International Review of Research in Open and Distance Learning, 7(3), 1–24.

Weller, M. (2006). The distance from isolation: Why communities are the logical conclusion in e-learning. In Managing Learning in Virtual Settings: The Role of Context (pp. 182-196). 

Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: A critical analysis of the research published in 2003-2013 and future visions. ELmL – International Conference on Mobile, Hybrid, and On-Line Learning, June 2015, 112–119.

List of references for Team Awesomest presentation

References

Astleitner, H., & Hufnagl, M. (2003). The effects of situation-outcome-expectancies and of ARCS-strategies on self-regulated learning with web-lectures. Journal of educational multimedia and hypermedia, 12(4), 361-376. https://www.learntechlib.org/primary/p/14512/

Beheshti, M., Taspolat, A., Kaya, O. S., & Sapanca, H. F. (2018). Characteristics of Educational Videos. World Journal on Educational Technology, 10(1), 61–69. https://files.eric.ed.gov/fulltext/EJ1170366.pdf

Canadian Mental Health Association (n.d.). Fast facts. Canadian Mental Health Association. https://cmha.ca/fast-facts-about-mental-illness

Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century : a framework for research and practice. RoutledgeFalmer.

Jones, T. H., & Paolucci, R. (1999). Research framework and dimensions for evaluating the effectiveness of educational technology systems on learning outcomes. Journal of Research on Computing in Education, 32(1). https://doi.org/10.1080/08886504.1999.10782266

Keller, J. M. (2010). Motivational design for learning and performance: the arcs model approach. Springer. https://doi.org/10.1007/978-1-4419-1250-3

Majeski, R. A., Stover, M., & Valais, T. (2018). The community of inquiry and emotional presence. Adult Learning, 29(2), 53–61.

Panesi, S., Bocconi, S. & Ferlino, L. (2020). Promoting students’ well-being and inclusion in schools through digital technologies: Perceptions of students, teachers, and school leaders in Italy expressed through SELFIE piloting activities. Frontiers in Psychology, 11, 1563. https://doi.org/10.3389/fpsyg.2020.01563

Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. The International Review of Research in Open and Distance Learning, 7(3), 1–24.

Weller, M. (2006). The distance from isolation: Why communities are the logical conclusion in e-learning. In Managing Learning in Virtual Settings: The Role of Context (pp. 182-196). 

Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: A critical analysis of the research published in 2003-2013 and future visions. ELmL – International Conference on Mobile, Hybrid, and On-Line Learning, June 2015, 112–119.

Team 1 (Activity 2) Video-Based Learning: a critical inquiry into best practices

By Kristin Beeby, Jonathan Carpenter, Denys Koval, Ash Senini

Video-Based Learning (VBL) has become a more prevalent tool used in education in recent memory. VBL allows both educators and students to reflect upon and enhance one’s learning process (Perez-Torregrosa et al., 2017, as cited in Sablić et al., 2020). Collectively, our team will examine the use of VBL in various contexts to determine the effectiveness of this learning technology.

VBL originates from the early 20th century, with films covering topics such as Differential Steering and WWII soldier training (Origin Learning, 2020).  VBL has grown since, now providing edutainment through video games and sharing platforms such as YouTube. To inform our critical research pathways and better understand the use of VBL, we will examine LinkedIn Learning’s (formerly Lynda.com) “Becoming an Instructional Developer” learning path (Lynda.com from Linkedin, n.d.). 

LITERATURE REVIEW

We began our critical inquiry research by conducting a broad literature review on VBL to identify various research topics and critical issues to explore. Literature reviews by Sablić et al. (2020) and Yousef et al. (2014) aggregate years of VBL research to generate an excellent overview on VBL, serving as a foundation for our research approach. Once all group members gained a basic understanding of the theoretical aspects of VBL through the readings, practical research topics emerged. The following VBL critical issues are the result of our broad literature review.

Practical Effectiveness of VBL

One benefit of VBL is to provide theoretical knowledge. During the pandemic, VBL became one of the few ways students could gain practical or hands-on experience as well. Determining how effective VBL is in delivering practical information depends on the specific context. For example, we would welcome a conversation with someone who learned the language through VBL, but would be wary of professionals, like doctors or engineers, who learned through VBL. 

Social Considerations

Another critical issue in applying new technologies is to avoid potential harms, as Weller warns, “technology has often negative social consequences,” (2020, p. 173). We know learning is a social process, and VBL could diminish the social component of learning and increase students’ sense of isolation (Kizilcec et al., 2014). If so, are there pedagogical or design solutions to counteract such social side effects, or does the cost outway any benefits?

Student Engagement and Motivation 

Like classroom-based learning, VBL requires a considerable amount of planning and thought to engage learners. There are many variables unrelated to content quality that affect student engagement. Learner engagement variables include video length, annotation, accessibility, content delivery methods, level of cognitive load, social presence, and interactivity. Even though there is evidence that VBL can improve student learning and enhance student engagement (Brame, 2016), it can suffer from many of the same issues of classroom-based learning. The numerous technological layers of VBL pose many challenges and questions unique to this learning modality. 

Considerations for Design 

As with any learning modality, not all instances of VBL are created equal; therefore, it is essential to analyze the various elements of effective VBL design to deliver optimized learning outcomes and experiences. Effective VBL design empathizes with learners to promote VBL adoption (Pappas et al., 2016), initiates memory formation through appropriate learning theories and active learning principles (Brame, 2016), and sustains learner engagement through the use of interactive learning objects (Ouimet & Rusczek, n.d.) and production strategies (Beheshti et al., 2018). Further, VBL accommodates today’s mobile learner by integrating with multiple viewing devices, enabling on-the-go learning that compliments various learner needs, including strict schedules, conforming the demands of today’s and tomorrow’s educational consumer.

CONCLUSION

Like other digital learning tools, VBL has extensive and practical use in online education which can be seen in various mediums today. The prevalence of VBL allows users to gain practical knowledge in a given subject matter. From our initial examination, we will explore critical issues, including social implications, overall engagement, design and equity issues that can occur in the world of Video-Based Learning.

We encourage others with experience in the realm of VBL to comment on our pathway(s) and tell us your own experience with Video-Based Learning. Here are some guiding questions that may help you reflect on VBL:

  • Are there any particular aspects of educational video production that impact your ability to learn? 
  • Do you have a go-to VBL platform you prefer to use?
  • What motivates you to learn from the video?
  • Why is VBL that is used in institutional education often not as engaging as VBL used for personal learning?
  • Do you have sufficient access (e.g. consistent bandwidth) to video-based courses? 
  • Can applied sciences (eg engineering) adopt a VBL style in their education?
  • Could VBL be accepted as an alternative training tool for engineers? (considering that the professional field is highly regulated)
  • What could be taught (in online undergrad programs) through VBL and what should stay in the classroom?

REFERENCES

Beheshti, M., Taspolat, A., Kaya, O. S., & Sapanca, H. F. (2018). Characteristics of educational videos. World Journal on Educational Technology, 10(1), 61–69. https://files.eric.ed.gov/fulltext/EJ1170366.pdf

Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), 1-6. doi:10.1187/cbe.16-03-0125

Kizilcec, R. F., Papadopoulos, K., & Sritanyaratana, L. (2014). Showing face in video instruction: Effects on information retention, visual attention, and affect. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. CHI ’14, ACM, New York, NY, USA, pp. 2095–2102.

Origin Learning. (2020, October 16). The Relevance of Video-based learning. [Blog]. Origin Learning. https://blog.originlearning.com/the-relevance-of-video-based-learning/

Ouimet, B. T. C., & Rusczek, R. A. (n.d.). Video-Based Learning Objects.

Lynda.com from Linkedin. (n.d.). Become an Instructional Developer. Lynda.com [Website]. https://www.lynda.com/learning-paths/Education-Elearning/become-an-instructional-developer

Pappas, I. O., Mikalef, P., & Giannakos, M. N. (2016). Video-based learning adoption: A typology of learners. CEUR Workshop Proceedings, 34–41. https://doi.org/10.13140/RG.2.1.1680.2163

Sablić, M., Mirosavljević, A., & Škugor, A. (2020). Video-based learning (VBL)—past, present and future: An overview of the research published from 2008 to 2019. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-020-09455-5

Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press. 

Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: A critical analysis of the research published in 2003-2013 and future visions [Paper presentation]. ELmL – International Conference on Mobile, Hybrid, and On-Line Learning, June 2015, 112–119.