ITx 2018 Speakers

Keynotes and Speakers for ITx 2018

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Craig Nicoll

Tutor, NMIT

10 years of teaching in both secondary and tertiary institutions, have left me jaded about 'the next new thing to revolutionise teaching'.

Passionate about teaching people first and my subject second, I have begrudgingly investigated the flipped classroom approach and video content creation to assist in my classes. While I'm not a strict 'convert' - I am a pleasantly surprised cynic.

I'm looking forward to presenting a practical why and 'how to' summary of the last 3 years of research regarding using, and creating videos that result in long-term memory retention.

Investigating Best Video Practices for Flipped Classroom: Failed Exercise In Avoiding Work.

Thursday 4:00pm - 4:30pm, CITRENZ (CITRENZ 1 Room)

In on-going research into creating video content for use for flipped classroom-based instruction. This paper presents an investigation into Muller's (2008) method for creating custom video for flipped classrooms.

Muller(2008) showed that current best practices can reinforce common misconceptions of a subject, due to the passive nature of consuming media, human bias for “tuning out” and students' overconfidence. However, Muller's (2008) findings seem counter intuitive to current best practice models - specifically regarding: recommended video length, and significantly raising cognitive loading of viewers. Muller's(2008) method was compared with known best practices.

It was found that Muller's method is “unintuitively aligned” with best practice as indicated by: Cognitive Load Theory (CLT) (Sweller, Van Merriënboer, & Paas, 1998), multimedia education research(Mayer, 2001), practice from large scale quantitative exploration of video watching sessions(Guo, Kim & Rubin, 1998), how human misconceptions are created and carried on (Kahneman, 2011).

It was found that investigation into the “unintuitively aligned” actually provides a better understanding of Muller's method and how it is usefully applied. Hence, although existing video material as developed for the flipped classroom had already been created using standard "best practice", expressing the content using the video medium actually needed to be reviewed in order to take advantage of changes as indicate by Muller's method.

The paper describes how to use Muller's method to improve video content delivery. The reader may find the paper a useful “how to do - and why it works” practical guide to preparing and designing the content of video for presentation in flipped classroom situations.