Video Roadshop 2007, AU C. Brabrand: "Video i Undervisning"JUN 07, 2007 On the Use of Video and Humour in Teaching Claus Brabrand DAIMI, Dept. of Computer.

Video Roadshop 2007, AU C. Brabrand: "Video i Undervisning" JUN 07, 2007

On the Use of Video and Humour in Teaching

Claus BrabrandDAIMI, Dept. of Computer Science

University of Aarhus, Denmark

[ [email protected] ]

[ http://www.daimi.au.dk/~brabrand/ ]

[ 2 ]Video Roadshop 2007, AU C. Brabrand: "Video i Undervisning" JUN 07, 2007

Outline

Introduction My experiences and advantages of video

Key: Humour EDUtainment vs. eduTAINMENT?

NB: Language for film/video Interpretation of your 'message'

Advice: Getting started Quick animations in powerpoint

Q'n'A Questions (...and possibly even answers :)

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My Experiences with Video2000

2001

Video Streamed Presentation (72')Microsoft Research, Redmond, WA

Video Streamed Presentation (62')IBM Research, New York, NY


My Experiences with Video (II)2006

2006

Subtitling Video Sequence (4'09")"Monty Python & The Holy Grail" (Sc.5: "The Witch")

Short-film (18'45")"Teaching Teaching & Understanding Understanding"


Advantages of Video

Advantages of video (for teaching/learning): Synthesize "reality" in front of spectator (learner):

First-hand experience!(vs. second-hand / indirect experience)


Outline






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"An Elephant is Soft & Mushy"


Are we talking about the same thing!?!

Solution: Humour 1) Exaggerate points (variation from norm) focus 2) Create constrasts (invariation, variation) focus

Perspective?

TEACHER'sperspective (x-y-z)

LEARNER A'sperspective (x-y)

LEARNER B'sperspective (y-z)


Humour 1: exaggerate point

Biggs' concept of a "level 1 teacher" Teacher: students are either good or bad

concern: 'what students are' (exam = 'sort good from bad')

((( 2-2 ))) ((( 2-3 ))) ((( 2-4 ))) ((( 2-5 )))

((( 2-6 ))) ((( 2-7 ))) ((( 2-9 ))) ((( 2-10 )))

[ 5:00 – 6:15 ]Timecode for film:[ http://www.daimi.au.dk/~brabrand/short-film/ ]



'Transmission is dead': Knowledge is actively constructed;

...not 'transmitted' from teacher to a (passive) student

((( 3-8a ))) ((( 3-8b ))) ((( 3-8c ))) ((( 3-8e )))

[ 10:30 – 11:00 ]



In using teaching 'tips'n'tricks': When talking about activating & engagning students:

Careful: entertaining students student learning

((( 2-16 ))) ((( 2-18a ))) ((( 2-18b ))) ((( 2-19 )))

[ 7:05 – 7:38 ]


Humour 2: create contrast

Different activity (SOLO levels): Susan: relating (SOLO 4) Robert: memorizing (SOLO 2)

((( 3-13 ))) ((( 3-14a ))) ((( 3-14b )))

((( 3-15 ))) ((( 3-16a ))) ((( 3-16b )))

"Excuse me;isn't this the same as last

week, except for ...?"

"Wait..; is that a colon or semi-colon?"

[ 14:00 – 14:30 ]



Attention during lecture: Susan: actively engaged (structured notetaking) Robert: disengaged (doing other stuff)

((( 1-1 ))) ((( 1-2 ))) ((( 1-6a )))

((( 1-8a ))) ((( 1-8c ))) ((( 1-13 )))

[ 3:28 – 4:00 ]



Biggs' "Susan & Robert": Susan's goal: to reach understanding (at uni to learn) Robert's goal: pass exams, get degree, get job (not learn)

((( 1-1 ))) ((( 1-2 ))) ((( 1-4 ))) ((( 1-6b )))

((( 1-8a ))) ((( 1-8c ))) ((( 1-10 ))) ((( 1-15b )))

[ 0:40 – 3:20 ]


Logic Programming

Why this clip? (besides teaching 'Prolog'): Humour 1 (exaggerate point):

semantic meaning absurd (while syntactic deduction okay)

Humour 2 (create contrast): independence of syntax and semantics:

- syntax: perfectly sensible

- semantics: absurd nonsense [ 1:16 – 2:48 ]


Outline






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Language for film/video

Example: "Lord of The Rings":

Hobbits always filmed travelling 'left right': interpreted as 'west east' (as in Shire Mordor)

Reversing filming direction (180°): interpreted as going back again


Example: Time-lapse (pause)

Time-lapse (pause):

Increase effect length:

effect:"fade-to-black / fade-from-black"

longer break

+2 frames (1/12 sec)!


More conventions

Hypothetical / future:

Thinking:

acting: looking upwith pen in mouth

audio: ecco-effectgraphics: 'think bubbles'

graphics: clouds graphics: clouds


Outline






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Animations in Powerpoint

((( 3-13 ))) ((( 4-4 ))) ((( 4-7 )))

((( 1-24 ))) ((( 3-4 ))) ((( 3-12 )))


Teacher’sintention

Student’sactivity

Exam’sassessment

e.g.- explain- relate- prove- apply

e.g.- memorize- describe

UNALIGNED COURSE

e.g.- memorize- describe

"Dealing with the test"


Outline






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Thank you!

Questions?

[ http://www.daimi.au.dk/~brabrand/short-film/ ]


Bonus Slides


Production

Manuscript (fall 2005 -- june 22, 2006) Casting Planning (incl. location-spotting) Filming (incl. audio, graphics, ...) Editing

manuscript (15-22/6)casting (29/6)

filming/audio/graphics (11-22/8)

rough editing (17-23/8)

planning/location-spotting (9-10/8)

june august september october

released (26/10)

biggs correction+epilogue (20/10)editing/intro/outro (24/8-8/9)

vacation


Post Production

Award/press Translation Subtitles and DVD Menu (incl. epilogue) Graphic cover design DVD printing

november december

award/press (13-17/11)

translation: 7 lang's (15-27/11)

menu/subtitles (21/11-8/12)

cover/disc design (22/11-8/12)

printing (11-21/12)

advertizing

january

vacation


Communication (of Knowledge)

Speak-Listen:

Write-Read:

Personal

knowledge

Official

knowledge

Personal

knowledge

OfficializationOfficialization

Per

sona

lizat

ion

Personalknowledge

Official

knowledge

Per

sona

lizat

ion

tion

Personal

knowledge

OfficializaOfficializa


Personal vs. Official Knowledge

Personal knowledge: "connaissance" (french) individual informal implicit subjective (can be) unstable (wrt.) specific situations

Official knowledge: "savoir" (french) shared formal explicit objective stable (esp. natural science) general

Two processes (opposite directions):

Personalknowledge

Officialknowledge

Officialization

Personalization


The Monty Python Reasoning:

"Axioms" (aka. "Facts"):

"Rules":

female(girl). %- by observation -----

floats(duck). %- King Arthur -----

sameweight(girl,duck). %- by experiment -----

witch(X) :- burns(X) , female(X).

burns(X) :- wooden(X).

wooden(X) :- floats(X).

floats(X) :- sameweight(X,Y) , floats(Y).


Basis for subsequent teaching

Inductive reasoning:

Deductive reasoning:

vs.

Video Roadshop 2007, AU C. Brabrand: "Video i Undervisning"JUN 07, 2007 On the Use of Video and Humour in Teaching Claus Brabrand DAIMI, Dept. of Computer.

Documents

video roadshop

use of video

advantages of video

subtitling video sequence

wa video streamed presentation

ny slide

humour edutainment

indirect experience