This concept is intriguing. Incorporating Nashville attractions into the course content could add an entertainment element to the class videos, but filming on scene would be difficult. Students with little knowledge of video production might struggle to create a video that provides a good experience to the end user. Also, variance in video quality from lecture to lecture would be unavoidable. One way to enhance this idea may be to hold small group class section around Nashville as suggested, but appoint Owen students or Vanderbilt or Belmont Film program students as consistent producers that go out for each filming. These students would have to be passionate, paid or otherwise incentivized, the the quality of the product produced would be increased.
I think this is a fun idea, however I wonder about its feasibility. I wonder what the quality of video would be if a student is wearing a camera on their head; will it be shaky/blurry? I also wonder if student learning would be jeopardized if they're wearing the camera – would they need to focus all of their attention on making sure their camera is pointed in the correct direction? What if the student is taking notes, and the camera ends up just facing the desk/their papers?
I also wonder who would take ownership of editing the video content, because as you say it would be difficult to customize, and I'm assuming very time consuming. Going along with that concern, would the time ti takes to edit and create customized video offerings delay the time it takes for the content to be posted online – if you're aiming to release new classroom content each week, it is really feasible to offer customized content and edit it within that timeline?
Sure, this concept sounds like a lot of fun and I guess that it wouldn’t be too difficult to find partners from the film school. However, I don’t necessarily see the potential of time savings for the professor. With whatever creative form of media you’ll come up with, it has to be in a way that is in line with the professor’s intentions. Harmonizing the intentions and the actual form of media may be more time consuming than expected (especially the more students are an active part in this process).
Moreover, even though that it seems like a lot of fun but what is the actual learning takeaway by having a more “creative” form of media. I’m not sure that cartoons or animation will convey information better, especially if these forms of media are used too often.
Concept 3 - I really like this idea and I think could create an interesting component that would create some excitement to a typical online lecture series. I think this method would also provide an easier way to update the individual lectures if needed and could be done with a small group in the new class. The quality of student videos might not be as good, so I think it would be important to produce videos of good quality that represent Owen well to the greater Coursera community. Vanderbilt produces VUCAST videos frequently and I wonder if there is the possibility of a partnership.
This is a very creative idea that introduces a different form of instruction (animation, puppets, etc.). I wonder how it would be received in the MBA level of instruction. The non-traditional teaching style, if not done very carefully, could be perceived as childish and not jive with the quality of MBA level instruction. The content may be the best content available, but the presentation of the content could degrade it to such a point that the user does not give credence to the subject matter.
If you placed a camera in front of each student's seat, would you not accomplish the same thing? I understand that a camera attached to a headset would allow the user to see what the student is focusing on at that moment, but I wonder if the times where a student might not be actively participating in class and focused on his/her cell phone, people across the room, the clock, the door, etc. would create too much unusable footage where the camera in front of each student would at least capture the view from a student without creating as much "noise" in the footage.
This is a very creative idea that introduces a different form of instruction (animation, puppets, etc.). I wonder how it would be received in the MBA level of instruction. The non-traditional teaching style, if not done very carefully, could be perceived as childish and not jive with the quality of MBA level instruction. The content may be the best content available, but the presentation of the content could degrade it to such a point that the user does not give credence to the subject matter.
Concept #2: I like the idea of having two video cameras in the room. This seems easily implementable and would not be as distracting as having students use the cameras or another person in the room. I would also venture to guess that this is a lower cost idea. While the user experience might be a little more boring, the shots would be consistent and clear which I think is important for an online course.
Concept #5: My biggest concern around this would be feasibility around implementation. The innovation strategy groups already have a lot on our plates around completing our own projects, and there are only two weeks left of class to potentially put this content together. Once we are out of this class, I am skeptical of the willingness of groups to put the time and effort towards this project.
I also am worried (like you appear to be) around the consistency of quality around the content produced by each group.
Concept 1: Really I think this idea is not going to work because being honest we are students and not cameramen. If I were receiving participation credits for wearing these cameras, I´d prefer not to be in that class, I cannot imagine studying in that way. Does it mean that students who are helping with the cameras will get a better grade?; that is not "academic" or a MBA level.
Concept 2: Although this option does seem to be the easiest to execute (and potentially very cheap), I feel like it might not be the best option. With a class like innovation, so much of the learning comes from the "experience." It is not a typical lecture style class, and by limiting the video footage to 2 stationary cameras could lessen the online experience. Also, since this is one of the first courses in Coursera, we want to set the bar fairly high to ensure successful results.
Concept 4: This is a creative idea but using cartoons/puppets/animation may take away from the educational experience audiences may prefer when taking an online class. Having a physical teacher for an online course instead of a cartoon would make the material taught more serious and professional. In addition, this would double the work for the professor as he would want to "direct" the cartoon, puppet, or animation as well as doing the voice over for his own classes. Also, there may be a constraint with Coursera and if they would allow an online course with animation or puppets. I would suggest if you film the actual class put in animation, videos, or other things to enhance the course and people's learning instead of a cartoon version of the class.
Concept 1 - Not sure I understand the concept of trying to customize the course to each individual user, or how that would be accomplished by head-mounted cameras. Aren't all 3 students still sitting through the same lectures, with the same comments and discussions being captured (just from different angles)? And as others have already raised, the quality of the video may suffer quite a bit if people are distracted, looking around, doing anything but staring straight ahead at the action in the front of the room.
I like the thought of customizing some of the content and the creativity of using "point-of-view" perspective cameras, but I'm not sure this would work as well in practice as it sounds in theory.
Concept 2 I believe professor lecturing should be a necessary part of the video. Concept 2 is the one of the cheapest solutions to provide this part. While it might be boring, it is only one part of the video and can be balanced by other contents such as Concept 4 and 6.
Concept 4 This is definitely the method I would wish to make and edit the video. Naturally, one big concern is the buy-in of film school. I thought a alliance between Innovation class and a suitable course at film school could solve this problem. Making this video can be deliverable of a class in film school.
Concept 1: I like this idea in the sense that the viewer will get a very up-close perspective of the class. The implementation would be difficult. You would have to ensure that the partipants would be actively invovled in the class, contribute pertinent and on-topic content, and not distract the viewer from the class content.
Concept 3:
ReplyDeleteThis concept is intriguing. Incorporating Nashville attractions into the course content could add an entertainment element to the class videos, but filming on scene would be difficult. Students with little knowledge of video production might struggle to create a video that provides a good experience to the end user. Also, variance in video quality from lecture to lecture would be unavoidable. One way to enhance this idea may be to hold small group class section around Nashville as suggested, but appoint Owen students or Vanderbilt or Belmont Film program students as consistent producers that go out for each filming. These students would have to be passionate, paid or otherwise incentivized, the the quality of the product produced would be increased.
Concept 1:
ReplyDeleteI think this is a fun idea, however I wonder about its feasibility. I wonder what the quality of video would be if a student is wearing a camera on their head; will it be shaky/blurry? I also wonder if student learning would be jeopardized if they're wearing the camera – would they need to focus all of their attention on making sure their camera is pointed in the correct direction? What if the student is taking notes, and the camera ends up just facing the desk/their papers?
I also wonder who would take ownership of editing the video content, because as you say it would be difficult to customize, and I'm assuming very time consuming. Going along with that concern, would the time ti takes to edit and create customized video offerings delay the time it takes for the content to be posted online – if you're aiming to release new classroom content each week, it is really feasible to offer customized content and edit it within that timeline?
Concept 4
ReplyDeleteSure, this concept sounds like a lot of fun and I guess that it wouldn’t be too difficult to find partners from the film school. However, I don’t necessarily see the potential of time savings for the professor. With whatever creative form of media you’ll come up with, it has to be in a way that is in line with the professor’s intentions. Harmonizing the intentions and the actual form of media may be more time consuming than expected (especially the more students are an active part in this process).
Moreover, even though that it seems like a lot of fun but what is the actual learning takeaway by having a more “creative” form of media. I’m not sure that cartoons or animation will convey information better, especially if these forms of media are used too often.
Concept 3 - I really like this idea and I think could create an interesting component that would create some excitement to a typical online lecture series. I think this method would also provide an easier way to update the individual lectures if needed and could be done with a small group in the new class. The quality of student videos might not be as good, so I think it would be important to produce videos of good quality that represent Owen well to the greater Coursera community. Vanderbilt produces VUCAST videos frequently and I wonder if there is the possibility of a partnership.
ReplyDeleteConcept 4:
ReplyDeleteThis is a very creative idea that introduces a different form of instruction (animation, puppets, etc.). I wonder how it would be received in the MBA level of instruction. The non-traditional teaching style, if not done very carefully, could be perceived as childish and not jive with the quality of MBA level instruction. The content may be the best content available, but the presentation of the content could degrade it to such a point that the user does not give credence to the subject matter.
Concept 1:
ReplyDeleteIf you placed a camera in front of each student's seat, would you not accomplish the same thing? I understand that a camera attached to a headset would allow the user to see what the student is focusing on at that moment, but I wonder if the times where a student might not be actively participating in class and focused on his/her cell phone, people across the room, the clock, the door, etc. would create too much unusable footage where the camera in front of each student would at least capture the view from a student without creating as much "noise" in the footage.
Concept 4:
ReplyDeleteThis is a very creative idea that introduces a different form of instruction (animation, puppets, etc.). I wonder how it would be received in the MBA level of instruction. The non-traditional teaching style, if not done very carefully, could be perceived as childish and not jive with the quality of MBA level instruction. The content may be the best content available, but the presentation of the content could degrade it to such a point that the user does not give credence to the subject matter.
Concept #2: I like the idea of having two video cameras in the room. This seems easily implementable and would not be as distracting as having students use the cameras or another person in the room. I would also venture to guess that this is a lower cost idea. While the user experience might be a little more boring, the shots would be consistent and clear which I think is important for an online course.
ReplyDeleteConcept #5: My biggest concern around this would be feasibility around implementation. The innovation strategy groups already have a lot on our plates around completing our own projects, and there are only two weeks left of class to potentially put this content together. Once we are out of this class, I am skeptical of the willingness of groups to put the time and effort towards this project.
ReplyDeleteI also am worried (like you appear to be) around the consistency of quality around the content produced by each group.
Concept 1:
ReplyDeleteReally I think this idea is not going to work because being honest we are students and not cameramen. If I were receiving participation credits for wearing these cameras, I´d prefer not to be in that class, I cannot imagine studying in that way. Does it mean that students who are helping with the cameras will get a better grade?; that is not "academic" or a MBA level.
Concept 2: Although this option does seem to be the easiest to execute (and potentially very cheap), I feel like it might not be the best option. With a class like innovation, so much of the learning comes from the "experience." It is not a typical lecture style class, and by limiting the video footage to 2 stationary cameras could lessen the online experience. Also, since this is one of the first courses in Coursera, we want to set the bar fairly high to ensure successful results.
ReplyDeleteConcept 4: This is a creative idea but using cartoons/puppets/animation may take away from the educational experience audiences may prefer when taking an online class. Having a physical teacher for an online course instead of a cartoon would make the material taught more serious and professional. In addition, this would double the work for the professor as he would want to "direct" the cartoon, puppet, or animation as well as doing the voice over for his own classes. Also, there may be a constraint with Coursera and if they would allow an online course with animation or puppets. I would suggest if you film the actual class put in animation, videos, or other things to enhance the course and people's learning instead of a cartoon version of the class.
ReplyDeleteConcept 1 -
ReplyDeleteNot sure I understand the concept of trying to customize the course to each individual user, or how that would be accomplished by head-mounted cameras. Aren't all 3 students still sitting through the same lectures, with the same comments and discussions being captured (just from different angles)? And as others have already raised, the quality of the video may suffer quite a bit if people are distracted, looking around, doing anything but staring straight ahead at the action in the front of the room.
I like the thought of customizing some of the content and the creativity of using "point-of-view" perspective cameras, but I'm not sure this would work as well in practice as it sounds in theory.
Concept 2
ReplyDeleteI believe professor lecturing should be a necessary part of the video. Concept 2 is the one of the cheapest solutions to provide this part. While it might be boring, it is only one part of the video and can be balanced by other contents such as Concept 4 and 6.
Concept 4
ReplyDeleteThis is definitely the method I would wish to make and edit the video. Naturally, one big concern is the buy-in of film school. I thought a alliance between Innovation class and a suitable course at film school could solve this problem. Making this video can be deliverable of a class in film school.
Concept 1: I like this idea in the sense that the viewer will get a very up-close perspective of the class. The implementation would be difficult. You would have to ensure that the partipants would be actively invovled in the class, contribute pertinent and on-topic content, and not distract the viewer from the class content.
ReplyDelete