I’m taking a Coursera course, and the primary content delivery tool being used is video. Talking head video of the instructor switching to voice over PowerPoint lectures with bullet point slides and diagrams.
Now, I wish I could leave my first impressions aside, but can’t (because I’m a bit shallow and judgmental this way and first impressions count), but I am staring at PowerPoint slides primarily composed of bullet points of text (bad) in FREAKIN’ COMIC SANS. I mean, bullet points of texts are bad enough in terms of adding nothing to my understanding of what is being said, but it’s FREAKIN’ COMIC SANS. I am in a kindergarten class.
Anyway, where was I. Oh yeah. Video.
So, a little technical & pedagogical note about using video as a content delivery method. Web video can be great in that it allows students to interact with the video. Learners can pause, rewind, fast forward and otherwise move through video at their own pace. Going back to review content they may be fuzzy on. As Zhang, Zhou, Biggs and Nunamaker noted in their 2005 research study Assessing the impact of interactive video on learning effectiveness (pdf) , the interactive nature of web video – this ability to stop, rewind and replay – is one of the prime pedagogical affordances of web video .
Results of the experiment showed that the value of video for learning effectiveness was contingent upon the provision of interactivity. Students in the e-learning environment that provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings
Now, for me, if you are going to make video your primary content delivery platform and take advantage of that pedagogical affordance of video – this ability for learners to manipulate the timeline – then the video should be a true streaming experience. Coursera videos are not.
What does that mean? Well, there are 2 ways you can deliver video on the internet: progressive download and streaming. I won’t get into the technical details of each (you can read for yourself a bit more if you like), but one of the major differences between the two methods of video delivery is how quickly you can move thru the timeline. Progressive download buffers the video, meaning when you move the timeline, you get the hourglass for a few seconds while the video buffers and then restarts. Whereas in streaming video, you get no buffering. You move your cursor on the timeline and the video starts at that point instantaneously.
Imagine this (and I am sure you have experienced it yourself). You are a student and you are trying to find a specific spot on a video, how frustrating is the progressive method? You move the cursor back. Wait (buffer). Wait (buffer). Wait (buffer). The video plays. Whoops, wrong spot. You move the video back a few more seconds. Wait (buffer). Wait (buffer). Wait (buffer). Hmmm. Too far. Move the cursor forward. Wait (buffer). wait (buffer)….you get the picture.
Knowledge is created in instants. When you are on the verge of connecting concepts, these little delays matter. You want to find the spot you need, not give your mind even that extra couple of seconds to wander or worse, get frustrated interacting with technology.
On the plus side for Coursera videos, the videos appear to be short (less than 6 minutes), so shuffling back and forth and buffering to find an exact spot is reduced as there isn’t much of a timeline to slide through. And you do have the option to play at slower or faster speeds – great if you want to review a 5 minute video in 3, or slow down the pace to catch concepts. But, if you are going to make video your pedagogical tool of choice for content delivery, and the primary pedagogical advantage of video is the ability to move thru the timeline and review what you saw, then it is worth it to invest the extra dollars and make the video true streaming video for a seamless user experience where the technology gets out of the way and not in the way.
So, here's the thing about the video in my Coursera course by Clint Lalonde is licensed under a Creative Commons Attribution 4.0 International License.