scholarly journals Incorporating an Online Interactive Video Platform to Optimize Active Learning and Improve Student Accountability through Educational Videos

2020 ◽  
Vol 97 (12) ◽  
pp. 4505-4514
Author(s):  
Surya Pulukuri ◽  
Binyomin Abrams
Keyword(s):  
Active Learning ◽  
Interactive Video ◽  
Student Accountability ◽  
Educational Videos

Using Student-Led Discussions and Snapshot Lectures to Stimulate Active Learning and Accountability: A Mixed Methods Study on Teaching an Implementation Science Course

2021 ◽  
pp. 237337992110500
Author(s):  
Robert W. S. Coulter ◽  
Lindsay Onufer
Keyword(s):  
Public Health ◽  
Mixed Methods ◽  
Active Learning ◽  
Implementation Science ◽  
Mixed Methods Study ◽  
Graduate Level ◽  
Teaching Techniques ◽  
Class Discussions ◽  
Student Accountability

We theorized that integrating student-led class activities would foster accountability and active learning in a graduate-level public health implementation science course. We used mixed methods to collect students’ feedback about two active-learning teaching techniques, wherein students were randomly selected to lead class discussions and deliver short, informal “snapshot” lectures. Students reported that both activities encouraged student initiative, engagement with the material, and completion of the assigned readings. However, students thought that the student-led discussions were more enjoyable, made the course more interesting, and contributed more to their learning. These techniques can stimulate active learning and student accountability in public health courses.

INTERACTIVE VIDEO ANNOTATION BY MULTI-CONCEPT MULTI-MODALITY ACTIVE LEARNING

2007 ◽  
Vol 01 (04) ◽  
pp. 459-477 ◽  
Author(s):  
MENG WANG ◽  
XIAN-SHENG HUA ◽  
TAO MEI ◽  
JINHUI TANG ◽  
GUO-JUN QI ◽  
...  
Keyword(s):  
Active Learning ◽  
Interactive Video ◽  
Video Annotation ◽  
Performance Gain ◽  
Multimedia Annotation ◽  
Multiple Modalities ◽  
Active Learning Method ◽  
Human Effort ◽  
Effectiveness And Efficiency ◽  
Single Modality

Active learning has been demonstrated to be an effective approach to reducing human labeling effort in multimedia annotation tasks. However, most of the existing active learning methods for video annotation are studied in a relatively simple context where concepts are sequentially annotated with fixed effort and only a single modality is applied. However, we usually have to deal with multiple modalities, and sequentially annotating concepts without preference cannot suitably assign annotation effort. To address these two issues, in this paper we propose a multi-concept multi-modality active learning method for video annotation in which multiple concepts and multiple modalities can be simultaneously taken into consideration. In each round of active learning, this method selects the concept that is expected to get the highest performance gain and a batch of suitable samples to be annotated for this concept. Then, a graph-based semi-supervised learning is conducted on each modality for the selected concept. The proposed method is able to sufficiently explore the human effort by considering both the learnabilities of different concepts and the potentials of different modalities. Experimental results on TRECVID 2005 benchmark have demonstrated its effectiveness and efficiency.

scholarly journals Creating H5P content for active learning

2019 ◽  
Vol 2 (1) ◽  
pp. 13-14
Author(s):  
Rachelle Singleton ◽  
Amanda Charlton
Keyword(s):  
Active Learning ◽  
Interactive Video ◽  
Management Systems ◽  
Educational Design ◽  
3D Images ◽  
Automatic Feedback ◽  
Course Material ◽  
Design And Practice ◽  
Proven Method

Active learning is a popular and proven method used in contemporary educational design and practice. H5P (https://h5p.org/) facilitates easy creation of richer HTML5. Integration of H5P content within course material provides opportunities for students as learners to think critically about what they are being taught and supports the flexibility students are requesting by extending the learning environment. A variety of activities can be developed; case study scenarios, interactive technical demonstrations, 3D images with identification of regions of interest (hotspots; roll-over information; animation), as well as quiz questions in a wide variety of differing formats; fill in the blanks, image and text-based drag and drop, mark the word, interactive video and branching scenario tasks. H5P content can be easily shared across multiple learning management systems (Canvas, Moodle, and Blackboard). Learners receive comprehensive, automatic feedback and their engagement with H5P activities can be tracked by teachers.

scholarly journals Using Games To Increase Active Learning

2011 ◽  
Vol 3 (6) ◽  
Author(s):  
Jacqueline M. Ritzko ◽  
Sherry Robinson
Keyword(s):  
College Students ◽  
Student Engagement ◽  
Video Games ◽  
Active Learning ◽  
Interactive Video ◽  
The Internet ◽  
Traditional Lecture ◽  
Business Courses ◽  
Learning Games ◽  
Relevant Material

This paper will identify and describe two learning games that have been effectively used to spark interest and enthusiasm and to increase active learning in undergraduate business courses. Many current undergraduate college students have grown up with TV game shows, interactive video games, and the Internet as forms of entertainment and education. In comparison to these fast-paced, interactive mediums, a traditional lecture class can seem dull. The use of in-class games is one way to increase student engagement with the class and relevant material.

Interactive Video Indexing With Statistical Active Learning

2012 ◽  
Vol 14 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Zheng-Jun Zha ◽  
Meng Wang ◽  
Yan-Tao Zheng ◽  
Yi Yang ◽  
Richang Hong ◽  
...  
Keyword(s):  
Active Learning ◽  
Interactive Video ◽  
Video Indexing

scholarly journals Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content

2016 ◽  
Vol 15 (4) ◽  
pp. es6 ◽  
Author(s):  
Cynthia J. Brame
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
Cognitive Load ◽  
Content Delivery ◽  
Educational Tool ◽  
Online Classes ◽  
Video Content ◽  
Educational Videos ◽  
Effective Use

Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool.

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