humanizing

Did I talk about yesterday’s “humanizing stats” session? It wasn’t just the videos (short, informal but lots of them), and the surveys (and by the way, extreme preference for surveys over discussion for sharing stuff) but holy cow, straightforward structure, ONBOARDING that first week…

Today’s awesome session and I better be able to get the powerpoint for it was about using videos and it was delightful. Yes, the person *older than me* had been doing videos from when it was first possible (I didn’t think to ask if he had kept ’em short at first b/c file size) … basically was *also* all about humanizing. Not sure he used that word but he spoke of using the videos for a correspondence course where they did have to eventually show up for a gathering and gosh, his students knew who he was unlike other profs, and starting with playing guitar and saying “Oh!!! It’s that time!” and having his scouts uniform on once… He had quotes from students that the videos made them feel less like they were having to teach themselves. I’m not sure what I expected, but it wasn’t that level of “be human! Show them you care!” 😉

I had this comptuer so I COULD TAKE NOTES 🙂 🙂

Students considered instructure to student interaction more important, as well as *content* –> student as more important than student:student (consistent w/ stats observations of yesterday).

Text heavy content led to disconnect.

Just recording classroom lectures *not* the best — it’s like being in the back row…

“Khan-style” drawing more engaging than powerpoint — that made me sigh — but then … “especially non-narrated.” Ugh, so teachers just sent out the powerpoint… well, yes.

The videos w/ the instructor in them led to more engagement and satisfaction… but not necessarily more achievement. He noted that even though 40% of the time eye-gaze stuff said they were lookin’ at the prof, NOT the content, that retention didn’t suffer. Now, today another guy noted the same study and that the sample size was 22… but thought the amount of time on face not content was not a good thing.

Students preferred informal *your professor* videos to professional or 3rd party videos. (That said, in another thing, it was noted that if those were looong then students just stopped watching and often went to youtube).

It’s okay to go ahead and talk fast and enthusiasticall (welp, maybe, says me) but 6 minutes max BUT

more like 9 minutes if it is a TUTORIAL.

Also good to give audio feedback (he does it in video but research wa son audio)

He noted if you *are* doing recording of lecture, to put a sign on the camera so you know to LOOK AT IT MORE OFTEN.

Here was the part that inspired me: He went through different reasons to do videos … that “announcements” were important! And you should just do it once a week… sometimes you can reuse them if it’s the same stuff but also, make comments, call out students for cool stuff, *predict the pain points,* assignments due…

Second cateogry: CONTENT and he said STORIES STORIES STORIES TO me it was fascinating that his message … welp, I guess it reminded me of The New Community School. It *wasn’t* all about HOW ARE WE MAKING THEM FEEL. It was about how … that was what worked best 😉

You could create scenarios, case studies, interviews, field trips, work out problems…

Also video feedback and… extra videos.

There was also a graphics for teaching which was basically The Stuff I learned in classes, like that people notice *change.* It’s inspired me to consider that stuff in web stuff for the online

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