January 29, 2020
16h00 to 17h00
55 minutes

Room A 201: Student video production in transfer task for programming and mathematics university teaching

Presenters: Patrik Christen, FHNW
Timekeeper: Christelle Bozelle, UNIGE

Programming and mathematics are two essential skills for first year university students studying Business Information Technology (BIT). The focus of this one-hour tutorial is to show how instructors (a programming/mathematics instructor, together with an instructor of psychology of learning and didactics) designed a transfer task (Bloom's taxonomy) using videos produced by the students themselves. The aim was to explain to other students, specific concepts and procedures possibly too complex to immediately grasp and perform.

In the BIT programme at FHNW, we are currently using this video-transfer-task methodology. In the proposed tutorial, we will show a selection of these videos where students are explaining linear algebra and Java programming problems, including a description of the solution strategy and eventual understanding hurdles, together with a first analysis of video-based data. A Q&A will enrich the discussion and the exchange of experiences in using videos produced by students for enriching the learning experience.


Room A 101: Layouts and setups for specific purposes of videos in education. Designing a video recording studio.

Presenters: Lionel Alvarez & Baptiste Cochard & Raphaël Marguet, HEP FR
Timekeeper: Christelle Bozelle, UNIGE

With this tutorial the University of Teacher Education Fribourg (HEP/PH FR) and its centre of research on teaching and learning supported by digital technologies (CRE/ATE) will present all the opportunities made possible with its easy-to-operate video recording studio.

Learning with videos has been much documented in the scientific literature. From evidence-based practice to detailed features that promote the retention of information, educational videos can proactively be created based on research results recommendations to optimise cognitive load, students' engagement, or active learning (Brame, 2016). For instance, providing a structure or dividing the video in smaller parts prevent cognitive overload (Buchner, 2018). When the video ask questions at the beginning, the interest of the viewer increases (Wijnker, Bakker, van Gog & Drijvers, 2018), but too much of social interaction can distract and it should be provided with the Goldilocks effect in mind (Nussenbaum & Amso, 2016). Animations seem better than static images (Berney & Bétrancourt, 2016) if the intention is to explain a complex phenomenon. In addition to that, the signaling effect has been confirmed (Schneider, Beege, Nebel & Rey, 2018), replacing how important to signal to the viewers what information is important in the video. 

Based on these recommendations, six setups in the video recording studio have been developed for six purposes. They are called (1) lecture, (2) class time, (3) show time, (4) scientific debate, (5) educational workshops and (6) personalised setup. This tutorial is an opportunity to present each setup, how it is built and why, and detail recommendations that are driving each setup.


Room A 027: Use of movies as an educational tool for teaching assistants and students

Presenter: Karin Niffeler, UZH
Timekeeper: Patrick Roth, UNIGE

Cooking a gourmet meal according to a recipe is not always easy and often requires previous cooking knowledge and experience. This scenario is analogous to the many experiments conducted in natural sciences, wherein the recipe is replaced with a protocol. Assuming you are an experienced chef, you are very familiar with the individual food preparation steps. Otherwise, you are completely in the dark. In the scientific laboratory, even if you are familiar with the workflow of an experiment, the procedure you follow may not reflect the course leader's ideal conception of what should occur. To address this problem, movies can serve as an excellent medium for introducing lab experiments and their procedures, especially in our case at the Faculty of Science, where teaching assistants are required to lead student groups and to explain each experimental step. Each year, the department uses new teaching assistants whose knowledge bases are as diverse as their university backgrounds. In this tutorial, I will demonstrate an approach that has proven to be effective at the Faculty of Sciences, University of Zurich.


Room A 022: 60 videos to experience the richness and diversity of Romance languages and culture

Presenters: Marion Gruber & Anita Holdener & Lukas Löffel, UZH
Timekeeper: Patrick Roth, UNIGE

Starting this autumn semester, the Romance Seminary of the University of Zurich offers a completely new basic study programme. A blended learning approach delivers a common learning basis, which makes it possible to experience both the diversity of six different languages as well as their richness.

All professors of the Seminary have been involved in the realisation of this project. They have designed the content, created online exercises, and stood in front of the camera. More than 60 videos with a total of 11 hours of learning content have been produced for both branches of study, literature and linguistics. The videos are in the respective Romance language and have been subtitled into the other five languages.

In this tutorial, we present our insights in transforming conventional university lectures into two comprehensive blended learning courses. We show how lectures need to be coached when creating content in an online format, especially video. Furthermore, we describe how we proceeded in the planning and coordination of the many video sessions and how we guided the speakers during the recordings.