1. 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

2. 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

3. The use of video in online learning
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 scale conference (pp ). 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
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

4. 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

5. 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

7. 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),
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 scale conference (pp ). 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),
 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),
Vural, O. F. (2013). The Impact of a Question-Embedded Video-Based Learning Tool on E-Learning. Educational Sciences: Theory and Practice, 13(2),
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),
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),

8. 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 !