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Dirk Schwindenhammer

Dirk Schwindenhammer Post 1

• 14 November 2017, 1:50 PM

Please post your videos here

In vase you feel,uncomfortable sharing your video with the group, please get in touch with me, so we will find a solution.

Helen Brown

Helen Brown Post 2 in reply to 1

• 14 November 2017, 6:57 PM

Helen's video

Dirk Schwindenhammer

Dirk Schwindenhammer Post 9 in reply to 2

• 19 November 2017, 4:54 PM

Here is your feedback video Helen wink

 

https://media.ed.ac.uk/media/feedback+video+for+H.+Brown/1_4bm2g0pu

 

And here are some references for you,concerning the points I raise in the video.

 
Norman, Donald A.. 1993. Things that make us smart : defending human attributes in the age of the machine. Reading, Mass.: Addison-Wesley Pub. Co., p.129
 
-> stories are a great tool for making things stick
 
Entwistle, N.. 1997. Contrasting Perspective on Learning. In: Marton, Ference
Hounsell, Dai, Entwistle, N. J., eds. The experience of learning : implications for teaching and studying higher education. Edinburgh: Edinburgh : Scottish Academic Press.
 
Realness and authenticity are important, especially in our video scenario, where it is difficult to „hide“ behind text wink
 
Carr, David. 2007. Character in Teaching. British Journal of Educational Studies 55: 369-389. doi: 10.1111/j.1467-8527.2007.00386.x.
 
-> Being real and having a good character, sounds like online dating, but is in fact important for teaching.
 
Kreysa, Helene, Kessler, Luise & Schweinberger, Stefan R.. 2016. Direct Speaker Gaze Promotes Trust in Truth- Ambiguous Statements.(Research Article). PLoS ONE 11: e0162291. doi: 10.1371/journal.pone.0162291.
 
-> We are seen as being trustworthy when establishing eye-contact.
Helen Brown

Helen Brown Post 12 in reply to 9

• 20 November 2017, 10:23 AM

Hi Dirk,

Thanks very much for your feedback video. I think you come across as very supportive. You are aware that this is an uncomfortable exercise for some so offer lots of praise while at the same time giving very constructive feedback. I don't think this an easy balance to strike, especially through asynchronous video communication but I felt you managed it well. I felt like I was sitting opposite you (so felt very 'present') listening to you talking but with the added benefit of not feeling any pressure to digest the feedback quickly and respond as I would if we were face to face! 

It reminded me of the uncanny xMooc student experience, something I brought up in the teacher presence forum earlier this term. I've copy and pasted it in case you missed it:

I was fascinated by the example of some xMoocers in Adams et al study we looked at in IDEL. The hundreds of participants experienced their tutor mainly through pre-recorded video released at regular intervals in order to motivate the participants. 

"Despite knowing that the instructor could not possibly be speaking directly to him (xMOOC participant), this unique sense of pedagogical intimacy and tutorial-like presence of the teacher persisted and deepened for the student over the balance of the course" (Adams et al 2014, p208).

Despite being aware that the tutor was addressing thousands of students, the participant still felt that they developed a sense of intimacy with the tutor as the ‘thousands of other xMOOCers disappeared’ (Adams et al 2014, p208). The student reports that they feel a ‘lively presence of the other’ (Adams et al 2014, p211) as the tutors can be casual and animated in their greetings and encouragement. 
 
Adams, C., Yin, Y., Madriz, L. F. V. and Mullen, C. S. (2014) A phenomenology of learning large: the tutorial sphere of xMOOC video lectures. In Distance Education)
Dirk Schwindenhammer

Dirk Schwindenhammer Post 14 in reply to 12

• 22 November 2017, 2:35 PM

You are being very kind, Helen. Thank you smile))

Photo looking left

Christine Sinclair Post 3 in reply to 1

• 17 November 2017, 8:45 AM

Christine's video

Dirk Schwindenhammer

Dirk Schwindenhammer Post 10 in reply to 3

• 19 November 2017, 5:16 PM

Here is your feedback video, Christine:

https://media.ed.ac.uk/media/video+feedback+for+C.+Sinclair/1_970dsund

 

Here are some references for the points I tried to make in the video feedback.

 
Khalid, Saara, Deska, Jason C. & Hugenberg, Kurt. 2016. The Eyes Are the Windows to the Mind. Personality and Social Psychology Bulletin 42: 1666-1677. doi: 10.1177/0146167216669124.
 
-> eye contact prepares the viewer for social interaction
 
Bruning, R.H., Schraw, G.J. & Ronning, R.R.. 1999. Cognitive psychology and instruction. Merrill: Upper Saddle River, NJ., p.112
 
-> the prestige of the model has an impact on learning
 
Ramachandran, Vilayanu. 2009. The neurons that shaped civilization [video file]. https://www.ted.com/talks/vs_ramachandran_the_neurons_that_shaped_civilization
 
-> mirror neurons enable us to feel what others feel
 
Moreno, Roxana & Mayer, Richard E.. 2000. Engaging Students in Active Learning: The Case for Personalized Multimedia Messages. Journal of Educational Psychology 92: 724-733. doi: 10.1037/0022-0663.92.4.724.
 
-> conversational style in video might seem strange, but helps wink
Photo looking left

Christine Sinclair Post 13 in reply to 10

• 20 November 2017, 2:16 PM

Thanks very much, Dirk - some valuable advice and constructively done. It's much appreciated.

Dirk Schwindenhammer

Dirk Schwindenhammer Post 15 in reply to 13

• 22 November 2017, 2:35 PM

all smiles smile

Chinese New Year 2015

Daniel Jackson Post 4 in reply to 1

• 17 November 2017, 9:17 AM

https://media.ed.ac.uk/media/Ghost+notes+with+Cross+Stick/1_ikap0em7

Chinese New Year 2015

Daniel Jackson Post 5 in reply to 4

• 17 November 2017, 9:18 AM

Apologies for the incredibly poor quality of my video. I don't have a smart phone and couldn't find my camera. I didn't realise quite how low tech it was until I uploaded. I will have another go at the weekend.

Dirk Schwindenhammer

Dirk Schwindenhammer Post 7 in reply to 5

• 18 November 2017, 7:18 AM

Hi Dan, I too can not access your video, so maybe you could make it available to us? Cheers!

And do not worry about the quality. You might just leave it like it is. I see all this as part of the process. Some feel somewhat uncomfortable speaking on video. Others realize their technical setup is not what they thought. Others again might face other issues. For me all this is helpful to get a picture of what people might face when starting this video business. After all I myself have been doing it for a while and still keep stumbling upon new challenges wink

Dirk Schwindenhammer

Dirk Schwindenhammer Post 11 in reply to 5

• 20 November 2017, 8:17 AM

Hi Dan,

here is the link to my feedbCk on your video.

https://media.ed.ac.uk/media/video+feedback+for+D.+Jackson/0_y9qygb50

 

Here are some references for what I am trying to say: 

Bruning, R.H., Schraw, G.J. & Ronning, R.R.. 1999. Cognitive psychology and instruction. Merrill: Upper Saddle River, NJ. 
 
-> the possibility of vicarious learning is an advantage video has over text.
 
Moreno, Roxana & Mayer, Richard E.. 2000. Engaging Students in Active Learning: The Case for Personalized Multimedia Messages. Journal of Educational Psychology 92: 724-733. doi: 10.1037/0022-0663.92.4.724. 
 
-> personalized messages enhance the learning experience 
Helen Brown

Helen Brown Post 6 in reply to 4

• 17 November 2017, 1:22 PM

Dan,

Please can you change the access credentials on your video so I can view it.

Helen 

Chinese New Year 2015

Daniel Jackson Post 8 in reply to 6

• 19 November 2017, 10:32 AM

Sorry done this now.

 

It seems kind of contradictory that you can share the link even if the private setting says people with the link won't be able to view it. To make it idiot proof the share button should really be greyed out if you have it on private setting.

I see a lot of my role in these learning events of role modelling a bloody ignorant student who doesn't read instructions closely. Makes it closer to real life online teaching.