{"id":13829,"date":"2013-10-17T10:33:59","date_gmt":"2013-10-17T14:33:59","guid":{"rendered":"http:\/\/carleton.ca\/edc\/?p=13829"},"modified":"2021-08-13T10:20:20","modified_gmt":"2021-08-13T14:20:20","slug":"a-world-of-knowledge-in-your-computer-the-careful-art-of-the-video-educator","status":"publish","type":"post","link":"https:\/\/carleton.ca\/tls\/2013\/a-world-of-knowledge-in-your-computer-the-careful-art-of-the-video-educator\/","title":{"rendered":"A world of knowledge in your computer: The careful art of the video educator"},"content":{"rendered":"

By Amanda Gregorio, The Charlatan<\/a><\/em><\/p>\n

Imagine a future where you submit video projects instead of essays. Where your textbook links you to online videos instead of 60-page papers. Imagine a future where you engage in your own learning, rather than sitting through a lecture. There are people out there working to make this future possible . . .<\/p>\n

Online there are countless YouTube personalities with a mission to teach you one new thing every day\u2014or at least help you understand what is so important about The Great Gatsby. They are the minds behind shows such as Crash Course, SciShow, VSauce, CGP Grey, The Brain Scoop, Mental Floss, Minute Physics, and countless others. They are also the people at TED-Ed, who work with animators to bring lessons to life.<\/p>\n

At Carleton, they are the people who ensure you can study in your pyjamas on your couch by creating content with professors for online classes and broadcasting Video-On-Demand classes. They also create online content for professors to use in CULearn and in class.<\/p>\n

And they all have the same goal in mind: getting you, the student, engaged in learning.<\/p>\n

Crash Coursing to success<\/strong><\/p>\n

\u201cCrash Course has been an invaluable tool for a lot of students that need that supplementary visual help to grasp something that\u2019s being taught in class, so it\u2019s kind of neat to see how helpful that is,\u201d Suzanna Brusikiewicz, co-founder and head of the art department at Thought Caf\u00e9 said.<\/p>\n

Thought Caf\u00e9 describes itself as \u201ca motion graphic studio that promotes critical awareness.\u201d The company works closely with several Education YouTube channels, including Crash Course, which currently has 987,972 subscribers.<\/p>\n

Hosted by YouTube personalities John and Hank Green, Crash Course is a YouTube channel that focusses mainly on teaching science and humanities. The show\u2019s basis is the advanced placement high school curriculum in the United States, and it uses a mixture of comedy, lecture, and animation to explain complex concepts such as cell division and historical trends, Brusikiewicz said.<\/p>\n

The show also attempts to add interesting flair to simpler topics such as the creation of the periodic table.<\/p>\n

\u201cIt\u2019s very quick moving and exciting and funny as well, so it grabs your attention,\u201d she said.<\/p>\n

Jonathon Corbiere is the co-founder and head of the animation department at Thought Caf\u00e9.<\/p>\n

\u201cBecause it\u2019s so expensive to create animation, video production, all of that stuff, you can never have all the content that needs to be taught to these students,\u201d Corbiere said.<\/p>\n

\u201cYou can showcase the more complex things that the students are going to have trouble with . . . The reality would be we could see a digital textbook where there are little video sections explaining down complex details about things as you go through the book,\u201d he said.<\/p>\n

Hands-on learning<\/strong><\/p>\n

This kind of thinking about the potential of video to educate is not just occurring to those who work in the world of YouTube\u2014it\u2019s also happening right here at Carleton.<\/p>\n

Andrew Barrett, assistant director of Carleton\u2019s Educational Development Centre (EDC), said getting students engaged is not just a matter of using an entertaining format. It is also a matter of hands-on learning.<\/p>\n

\u201cRather than using educational content as a way to push at students, it\u2019s getting students creating content, and I think that\u2019s where we\u2019ll see a lot of growth,\u201d Barrett said.<\/p>\n

\u201cI think people will be using video instead of handing in an essay or something like that,\u201d he said.<\/p>\n

Carleton already provides the software, available on the university website to anyone with a Carleton account, to create this kind of content.<\/p>\n

Called Camtasia Relay, it enables students to record video from their webcams or screen-capture. The university also offers a space in Southam Hall called Media Commons, where students and faculty can borrow video cameras, use Macs loaded with photo and video editing software, and use soundproof spaces to record, all with support from staff.<\/p>\n

\u201cAnyone with a Carleton account can create video using their laptop . . . It works particularly well with PowerPoint,\u201d Barrett explained.<\/p>\n

\u201cIt records all the text separately as well, which is nice because with students with learning disabilities, that\u2019s an important factor that it\u2019s not just all video, but you have the text component as well,\u201d he said.<\/p>\n

Carleton is a leading university in providing video content, with about 20 per cent of students using video services, Barrett said.<\/p>\n

The school offers recorded lectures for many classes called CUTV, which are broadcast live on Rogers, or are available On-Demand (known as VOD classes) for an additional fee. Carleton University Online (CUOL) also has all of these lectures available for viewing in their office in Loeb Building, said Barrett.<\/p>\n

In addition, many professors work with EDC to create video to supplement the courses they teach, which EDC and CUOL estimate half of all Carleton students have accessed at least once, he said.<\/p>\n

Available to professors are professional, high-quality cameras and crew, as well as a green screen.<\/p>\n

However, Barrett said education can never be entirely video-based. Online classes, while supporting substantial video content, still rely on good old-fashioned text as well.<\/p>\n

\u201cWe think about \u2018what\u2019s the goal here?\u2019 because it takes a lot of time . . . And, at the end of the day, it wouldn\u2019t necessarily serve the pedagogical goals of the class as well as some other approaches would,\u201d Barrett said. \u201cIt goes back to really picking the right tool for the goals that you have,\u201d he explained.<\/p>\n

Education collaboration<\/strong><\/p>\n

Online content providers and Carleton faculty do work together to bring online video content to the classroom, Barrett explained.<\/p>\n

\u201cIf there\u2019s a really great video, like a TED Talk or something like that, that hits what we want then using that is a good thing,\u201d he said.<\/p>\n

\u201cBut there\u2019s some areas where the course is specific enough where there\u2019s not a video that would be at the level of detail that we want . . . The Canadian context sometimes isn\u2019t represented as much online,\u201d he explained.<\/p>\n

Technology, Entertainment, Design\u2014more commonly known as TED\u2014is recognized widely online for making speeches and presentations by prominent figures, professionals, educators, and celebrities, available online for free.<\/p>\n

Barrett said professors of online classes frequently use it, especially since TED has begun an initiative called TED-Ed that enables animators, such as Thought Caf\u00e9, to illustrate lessons with complex or difficult subjects for professors to use in the classroom.<\/p>\n

Stephanie Lo, director of programs for TED-Ed, said they created a website so people can access any educational video they create and be able to ask questions about it.<\/p>\n

\u201cWe have an open nomination process where . . . anyone who wants to communicate a short lesson can nominate themselves or be nominated to work with us,\u201d she explained. \u201cWe work with them to create an approximately three-minute-lesson, and then we have the same process . . . an open nomination process with animators.\u201d<\/p>\n

Lo said much of her job involves collaborating with educators.<\/p>\n

\u201cI end up working with a lot of teachers and a lot of students to figure out \u2018how is our content useful?\u2019 And then figuring out \u2018what can we do to support educational systems best?\u2019\u201d she said.<\/p>\n

The price of knowledge<\/strong><\/p>\n

A challenge that faces all video educators is funding. Barrett said Carleton funds the EDC and CUOL to ensure the most high-quality equipment and video is available to students. However, sites like TED and YouTube often struggle to stay afloat in the competitive world of online video. Most YouTube education channels self-produce and are funded by their creators, occasionally using ad revenue through one to two minute ads at the beginning of videos, according to the co-founders of Thought Caf\u00e9.<\/p>\n

Crash Course is unique in that it receives funding from Google on top of ad revenue to cover starting costs. However, that funding is only temporary and the show is trying to work away from being reliant on advertising. Crash Course is looking into subsidizing the show using a model called Subbable, which allows educators and viewers to donate a regular amount towards the show\u2019s continuation, said the Thought Caf\u00e9 founders.<\/p>\n

\u201cI think it is fair to ask teachers or school boards and students, to some degree, to donate whatever they can to fund content that\u2019s helped them out,\u201d Corbiere said. \u201cI see Subbable as subsidizing.\u201d<\/p>\n

Brusikiewicz agreed.<\/p>\n

\u201cWith Subbable, it does give the audience a bit of leeway and control as to the future of the show, what topics are covered,\u201d Brusikiewicz said. \u201cSo the nice thing about it is it gives everybody a chance to partake in what they want to see Crash Course become.\u201d<\/p>\n

Both co-founders agreed that with initiatives like Kickstarter and Indiegogo enabling practical crowd- funding projects, perhaps paying for the online educational content is the future as much as submitting video assignments instead of essays is.<\/p>\n

At least for now, \u2018free\u2019 is key in the world of online video educators, and they would like to keep it that way for as long as possible.<\/p>\n","protected":false},"excerpt":{"rendered":"

By Amanda Gregorio, The Charlatan Imagine a future where you submit video projects instead of essays. Where your textbook links you to online videos instead of 60-page papers. Imagine a future where you engage in your own learning, rather than sitting through a lecture. There are people out there working to make this future possible […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","_mi_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[1],"tags":[418,419,420],"yoast_head":"\nA world of knowledge in your computer: The careful art of the video educator - Teaching and Learning Services<\/title>\n<meta name=\"description\" content=\"By Amanda Gregorio, The Charlatan Imagine a future where you submit video projects instead of essays. 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