My final observation as part of the PGCE was like having my first ever observation again. The reason for this was my lecturer was observing some online learning materials, for flipped and blended learning that I had created as part of some CPD using Adobe voice.
I felt a little concerned about the whole observation and the way that I was delivering the content. I have never been observed with an online course, I had lots of questions, such as;
How long should this video be?
How can I create tempo and tone to the video, so that the learner doesn’t become bored?
Do I need to be in the observation while my lecturer is observing a video?
It was a totally new experience.
So the content..
I wanted to make something for my colleagues mostly that would provide them with some CPD and actually give them a whole new tool to their teaching package.
I am very lucky to have the role that I have, because it gives me the opportunity to find all these wonderful apps & technology, that can really change the way we teach, how our students engage and we with our students.
How do I get the message, the technology and information to my colleagues? How can I express the awesomeness of these apps, so that they too, can get excited about how they may use it in their own practice? Its not solely what the technology does, it’s more about what people can do with the technology.
So a video, is fairly obvious method. However it’s about getting the tone, tempo and clarity across and not making it too long. So here is the intro to the tutorial I wanted to demonstrate how easy it was to create, by actually creating a video get my audience interested.
Adobe voice is a key tool for any educator but also a student. It will make them stand out when pitching, applying for jobs and communicating.
Adobe ‘Voice’ is my app for the academic year of 2015-2016. I can create and explain an animated video in less the 20 minutes, and when we are talking about production time, that’s a massively important factor to count in.
So my lecturer Martin Jenkins came to observe the video. I gave Martin an IPad, which was already logged into adobe voice, and he followed the video while using the IPad.
It was slightly a little cringe worthy listening to my own voice, however this can act as a good prompt to critically analyse the way I present.
I was very conscious of myself using the word ‘so’, it seemed to be used whenever I was moving onto the next point, upon discussing with a teaching friend of mine, she stated it seems to be a teacher thing, which she over uses.
I also found myself referring to specific mechanism and movement the learner would have to do as “thing”, which if moving quickly through the tutorial the learner may get lost. Therefore for me to work and develop this tutorial, Martin gave the idea of maybe using a colour circle to bring attention to the learner, and maybe another symbol that could be used if the learner needs to pause the video, so that they can catch up with movement/actions of the software.
The way that the session was assessed was slightly different to what I had experienced before and also for my lecturer Martin. Currently at the University there is no grading matrix specifically for online content. So Martin had gone to the University of Alberta that is one of the largest and best know universities for online content. Their matrix firstly was positive, it covered only essential, excellent and exemplary and didn’t show you unsatisfactory, which from educators point of view, this is the kind of encouragement you need.
Overal I was happy with the final outcome and I will be going away to developing these videos, before sharing them as a resources cross university. .