How do students perceive interactivity in online video How do students perceive interactivity in online video? A qualitative study of the value of added interactivity in video recordings on a pilot “foundations of legal study “module

Refinement of Research Design March 2016 : Project Title “the key skills to study law- evaluating an online legal literacy model for new law students” Ethics submission and approval Projected Timeline: - Tutor interviews to inform content Roll out of module in August 2016 Online questionnaire and interviews Jan 2017

The use of video in online learning https://vimeo.com/home/myvideos/page:1/sort:alphabetical/format:video https://lawschool.lawsociety.ie/ Main concerns content + good instructional design Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). ACM. Ilioudi, C., Giannakos, M. N., & Chorianopoulos, K. (2013). Investigating differences among the commonly used video lecture styles. Shorter more engaging Not slides alone – have talking head Try filming in more informal setting Videos where instructors speak fairly fast are more engaging Bring out enthusiasm in speaker diplomateam@lawsociety.ie 12burger12 Guo - Uses data from 6.9million video watching sessions, Quantative findings and qualitative interviews, Engagement = how long they watch and attempt to answer post video assessment Production

The Videos Recording Editing Use OBS Studio (Open Broadcaster Software) free and open source software for video recording and live streaming All that’s required is a laptop and a webcam or video camera The stream feeds to a private youtube channel using Final Cut Pro X Issues with audio and video quality are addressed – audio editing program (Logic Pro X) A pre-roll and post-roll are added to each video, showcasing the Law Society The videos are ‘topped’ and ‘tailed’, so that only the lecture content is featured, and additional edits are performed as necessary

Refinement of Research Design Focus on videos – interactivity and engagement Influence & theoretical grounding of research Constructivism and cognitive information processing theory - learning activities nor learning resources; Bang, J., & Dalsgaard, C. (2006). Rethinking e-learning. In Enhancing learning through technology. Idea Group Publishing. Attention is a key factor in cognitive information processing theory- link to engament

Bibliography – Use of Video Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & management, 43(1), 15-27. Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). ACM.  Ilioudi, C., Giannakos, M. N., & Chorianopoulos, K. (2013). Investigating differences among the commonly used video lecture styles. Sherer, P., & Shea, T. (2011). Using online video to support student learning and engagement. College Teaching, 59(2), 56-59.  Wieling, M. B., & Hofman, W. H. A. (2010). The impact of online video lecture recordings and automated feedback on student performance. Computers & Education, 54(4), 992-998. Vural, O. F. (2013). The Impact of a Question-Embedded Video-Based Learning Tool on E-Learning. Educational Sciences: Theory and Practice, 13(2), 1315-1323. Merkt, M., Weigand, S., Heier, A., & Schwan, S. (2011). Learning with videos vs. learning with print: The role of interactive features. Learning and Instruction, 21(6), 687-704.   Cherrett, T., Wills, G., Price, J., Maynard, S., & Dror, I. E. (2009). Making training more cognitively effective: Making videos interactive. British Journal of Educational Technology, 40(6), 1124-1134.

What now ? 1. updated submission to ethics committee 2. Ongoing reading 3. Added interactivity to videos ( Vizia / Ed Puzzle/ Ted Ed/ H5P 4. Roll out in early Feb + data gathering late Feb( planned focus group) 5. Data analysis !