Video-based Online Learning: The Other Side of the Looking Glass

Daniel Takashi Kawano; Benson H. Tongue

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: New Teaching Methods in Mechanics
Tagged Division: Mechanics
Page Count: 18
Page Numbers: 24.1357.1 - 24.1357.18
DOI: 10.18260/1-2--23290
Permanent URL: https://peer.asee.org/23290
Download Count: 486

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Paper Authors

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Daniel Takashi Kawano Rose-Hulman Institute of Technology

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Daniel Kawano is an Assistant Professor of Mechanical Engineering at Rose-Hulman Institute of Technology. He received his B.S. degree in Mechanical Engineering from California Polytechnic State University, San Luis Obispo. He obtained his M.S. and Ph.D. degrees in Mechanical Engineering, with a focus in dynamical systems, from the University of California, Berkeley.

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Benson H. Tongue University of California, Berkeley

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GA Tech 1983-1988, UC Berkeley 1988-present. Author of Principles of Vibration and Analysis and Design of Systems in Motion: Dynamics.

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Abstract

Video-based Online Learning: The Other Side of the Looking GlassAuthors historically speak somewhat blithely about fundamental changes in the academicenvironment, enough so that readers have learned to look on with a moderately largegrain of salt at their pronouncements. Recently, however, changes to the academiclandscape have been occurring that can truly be viewed as game changing, noexaggeration intended.The catalyst for these changes has been digital technology, which, following along itshistorical trends, has been increasing in scope and decreasing in cost in a relentlessmarch. This technology has matured to a point that one can deliver educational content inways that are completely divorced from the traditional classroom.In an effort to enrich student learning in dynamics via digital media and interactive toolsin a web-based platform, the authors are partnering with publisher John Wiley & Sons,Inc. to transition a traditional dynamics course into such a media-rich environment. Ourdynamics learning platform has been evaluated at the prototype and proof-of-conceptstages by various instructors, and we have received very valuable and positive feedbackfrom these reviews. However, the authors are keenly aware that the ultimate targetaudience for the product is the students. Student reactions to the approach will surelydiffer from their instructors for two reasons. One is the greater digital facility that, ingeneral, students will possess. Along with this facility will come particular expectationsregarding content richness and speed of content flow that their older and less digitallyimmersed teachers may well not share. Second, students will look at the material from an"ignorant" perspective, whereas their teachers, being expert in the material, will perceivewhether the material is correct but not necessarily whether it is more effectively learnedin the new presentation.An element of the overall platform for which we have been particularly interested inreceiving student feedback regards our screen-captured content, including both lecturematerial and worked out example problems. Specifically, what techniques for videoproduction do students believe are important with respect to their learning and yield anoverall positive learning experience? In our paper, we present the results of a studentassessment of sample screen-captured example problems based on a series of posedquestions. With the shift from text-based to video-based learning in mind, some of thesurvey questions were also designed to assess student reaction to certain pedagogicalpractices in text and lecture translated to video format, as well as preconceptionsregarding delivery of video content.We shall be presenting the results of the study and discuss the implications of theseresults with regard to improved electronic informational delivery.

Citation
Format

Kawano, D. T., & Tongue, B. H. (2014, June), Video-based Online Learning: The Other Side of the Looking Glass Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23290

TY  - CPAPER
AB  -         Video-based Online Learning: The Other Side of the Looking GlassAuthors historically speak somewhat blithely about fundamental changes in the academicenvironment, enough so that readers have learned to look on with a moderately largegrain of salt at their pronouncements. Recently, however, changes to the academiclandscape have been occurring that can truly be viewed as game changing, noexaggeration intended.The catalyst for these changes has been digital technology, which, following along itshistorical trends, has been increasing in scope and decreasing in cost in a relentlessmarch. This technology has matured to a point that one can deliver educational content inways that are completely divorced from the traditional classroom.In an effort to enrich student learning in dynamics via digital media and interactive toolsin a web-based platform, the authors are partnering with publisher John Wiley &amp; Sons,Inc. to transition a traditional dynamics course into such a media-rich environment. Ourdynamics learning platform has been evaluated at the prototype and proof-of-conceptstages by various instructors, and we have received very valuable and positive feedbackfrom these reviews. However, the authors are keenly aware that the ultimate targetaudience for the product is the students. Student reactions to the approach will surelydiffer from their instructors for two reasons. One is the greater digital facility that, ingeneral, students will possess. Along with this facility will come particular expectationsregarding content richness and speed of content flow that their older and less digitallyimmersed teachers may well not share. Second, students will look at the material from an&quot;ignorant&quot; perspective, whereas their teachers, being expert in the material, will perceivewhether the material is correct but not necessarily whether it is more effectively learnedin the new presentation.An element of the overall platform for which we have been particularly interested inreceiving student feedback regards our screen-captured content, including both lecturematerial and worked out example problems. Specifically, what techniques for videoproduction do students believe are important with respect to their learning and yield anoverall positive learning experience? In our paper, we present the results of a studentassessment of sample screen-captured example problems based on a series of posedquestions. With the shift from text-based to video-based learning in mind, some of thesurvey questions were also designed to assess student reaction to certain pedagogicalpractices in text and lecture translated to video format, as well as preconceptionsregarding delivery of video content.We shall be presenting the results of the study and discuss the implications of theseresults with regard to improved electronic informational delivery.  
AU  - Daniel Takashi Kawano
AU  - Benson H. Tongue
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Video-based Online Learning: The Other Side of the Looking Glass
UR  - https://peer.asee.org/23290
DO  - 10.18260/1-2--23290
ER  -