Evaluation of an Educational Video Production Environment

Myllymäki, Mikko; Härmänmaa, Tuomo; Hakala, Ismo

doi:10.1109/eaeeie46886.2019.9000466

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…In practice, there is no face-to-face teaching or real-time lectures. Instead, teaching is offered in the form of short thematic videos, where each video contains one subject area [20]. Teaching is done using a virtual learning platform and video-conferencing technologies for guidance and seminar-style teaching.…”

Section: Course Implementationmentioning

confidence: 99%

Distance Learning with Hands-on Exercises: Physical Device vs. Simulator

Myllymäki¹,

Hakala²

2022

2022 IEEE Frontiers in Education Conference (FIE)

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This Research to Practice Full Paper presents a comparison between a physical device and a simulator in a distance learning context. Programming embedded devices is very commonly taught using embedded hardware. One of the most used solutions is the Arduino microcontroller platform, which allows small embedded applications to be built and commanded in a programming language. However, there are some challenges in using physical devices for educational purposes. These challenges are particularly acute in distance learning or when the course needs to be scalable to a varying number of students. To address these challenges, we explored the potential of a simulator as a replacement for a physical device. We implemented the course using both the physical device and the simulator and collected student and lecturer feedback and experiences. The results showed that the physical device is somewhat more concrete and motivating, but the simulator is also very well suited for the purpose. The technical solution did not seem to have an impact on course completion or workload. There are also some advantages of using a simulator over a physical device, such as the possibility to test electronic connections without fear of breaking down the equipment

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Section: Course Implementationmentioning

confidence: 99%

Distance Learning with Hands-on Exercises: Physical Device vs. Simulator

Myllymäki¹,

Hakala²

2022

2022 IEEE Frontiers in Education Conference (FIE)

Self Cite

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Introductory MOOC as Part of Student Admission: Course Evaluation and Development Needs

Myllymäki¹,

Honkanen²,

Hakala³

2022

2022 31st Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE)

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Student Production of Pencasting E-Learning Videos: What Drives Engagement?

Traynor¹

2020

IJMAR

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This research paper shares innovative practice on a final year undergraduate module at a British university in which students create e-learning videos about key theories and concepts within their disciplinary field, Communication and Media. It analyses two student videos published on a class YouTube channel - one of them the most popular video on the channel, driving thirty times as many subscribers as the other - to develop understanding of factors affecting engagement. The videos use pencasting, an animation technique which has been shown to improve engagement, to visually represent and explain educational concepts and theories. This paper sets out current thinking on video as an educational tool, student video production, and the characteristics of engaging video content. Next, the module and assessment design are shared, together with an outline of teaching to support the pencasting production element. In conclusion, educators are encouraged to consider designing assessments in which students produce e-learning videos about key concepts and theories within their field of study, and five practical suggestions are offered for creators (both students and faculty) to improve engagement (1) create videos with a high proportion of visual representation, focusing on smooth, continuous flow approaches such as pencasting; (2) provide practical value through clear and simple explanation; (3) consider viewer emotional responses to the video; (4) create thumbnails that articulate the visual representation approach employed; and (5) employ an extensive range of tags to improve performance in search results.

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Evaluation of an Educational Video Production Environment

Cited by 3 publications

References 15 publications

Distance Learning with Hands-on Exercises: Physical Device vs. Simulator

Distance Learning with Hands-on Exercises: Physical Device vs. Simulator

Introductory MOOC as Part of Student Admission: Course Evaluation and Development Needs

Student Production of Pencasting E-Learning Videos: What Drives Engagement?

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