Some kind of hybrid model does seem like it would be good, if it can be made viable.
My experience with videos on computing and statistical topics is that some sort of guide needs to be provided to the viewer prior to watching to keep attention focused and to force at least some active processing of the video material. Attention straying is, I think, a particular problem with video watching, both anecdotally and from some research (see below). The difference between 'live and Memorex' may be less pronounced for shorter material, e.g., in the ten minutes or less range. My personal experience is that tightly focused videos on one topic of three to five minute duration seems about right. Some sort of exercise immediately following definitely helps a lot. I've asked people, and those seem to be common impressions. Perhaps some sort of specific assignment, the 'answers' for which are contained in one to three short videos, where the assignment is due in person, and the workshop then builds on the assignment by generalizing, extending, or applying to a different situation/domain? This may all be getting too far away from the specific circumstances of the boot camp, though, as a longer time-scale seems implicit in the hybrid model to me. We examined mind wandering and memory for information in both live > undergraduate lectures and a laboratory-based video lecture. In Study 1, > which spanned a full-term live course, we found that degree of mind > wandering did not increase over time in an average lecture, and was > associated with poorer memory for lecture material. In Study 2, we examined > changes in degree of mind wandering across three groups that differed in > whether they viewed the lecture in video-recorded or live format, and > whether or not they were enrolled in the course. We found that despite > viewing the exact same lecture, participants who viewed it in video format > showed a significant increase in mind wandering over the duration of the > lecture, while those who viewed it live did not. This finding suggests that > video, relative to live lectures are especially likely to elicit increases > in mind wandering over the duration of a lecture. > "Examining the Influence of Lecture Format on Degree of Mind Wandering" Jeffrey D Wammes and Daniel Smilek *Journal of Applied Research in Memory and Cognition* Volume 6, Issue 2, June 2017, pp174-184 https://doi.org/10.1016/j.jarmac.2017.01.015 On Wed, Mar 14, 2018 at 7:39 AM, Greg Wilson <[email protected]> wrote: > I like the idea of flipping the Carpentry classroom as well, but I think > the first day or two should still use our regular approach: for many > learners, the biggest benefit of a workshop is the way it helps them get > over the FUD (fear, uncertainty, and doubt) they feel whenever they try to > get computers to be useful, and I don't think that starting with videos > will accomplish that. > > An experiment I'd really like to try is a regular two-day workshop > immediately followed by the same people working side-by-side in the same > classroom through a series of video lessons, with the helpers still there > to assist them whenever they hit a stumbling block. Different learners > could go at different speeds, or even through (somewhat) different > material, but they would still get the social benefits of working alongside > their peers, and the instructional benefits of one-to-one assistance when > most needed. I haven't been able to find anything in the educational > research literature describing this hybrid model, but I'd be willing to bet > a dollar that it would outperform either of the pure alternatives, and I > believe that at least some learners would be willing to sign up for a > week-long hands-on workshop in this format between semesters or over the > summer. > > Cheers, > > Greg > > On 2018-03-14 12:21 AM, Kunal Marwaha wrote: > > This is a sweet idea. We already have a few videos up on the website: > https://software-carpentry.org/lessons/#video > > I often find (especially with free workshops) that many learners do not > prepare (a significant portion do not even install software beforehand). I > would not expect many learners to watch videos before they come to class. > > I find in-person Q&A/debugging and exercises to be very useful parts of > the workshop. When I teach the collaboration part of Git ([usually in > line with this](http://swcarpentry.github.io/git-novice/08-collab/)) I > have pairs of learners do a number of exercises (collaborator clones, > edits, commits & pushes; owner pulls; owner edits, commits & pushes; both > edit, commit, push at same time; both edit same line, commit, push) at > their own pace. The helpers & I check in with each group periodically and > debug / discuss concepts, conflicts in git, and so on. This takes 30-45 > minutes, and if some learners are advanced, I ask them to explore GitHub's > UI, merges, pull requests, and so on. This environment is most similar to > the "flipped classroom" that I've seen Software Carpentry taught. > > > > On Wed, Feb 7, 2018 at 2:07 AM, Peter Steinbach <[email protected]> > wrote: > >> Hi to all, >> >> I was discussing the idea of an "inverted class room" teaching approach >> with a friend of mine who is a high school teacher (he uses that based on >> video recordings for his students ... just awesome AFAIK). I was hence >> wondering, if people have tried to teach the carpentry lessons in this way? >> >> This would mean, that I record some of the parts of a carpentry lesson in >> video(s) (10-15 minute each) and ask the students to watch these videos >> before the carpentry bootcamp! The in-presence part of the workshop is then >> used to do exercises and try to fortify the content of the videos. >> >> For me the biggest advantage of this approach is, that each learner can >> overcome the initial steep learning curve given their own speed of learning >> - which is a constant source of trouble when I teach. >> >> Looking forward to your feedback - >> Peter >> >> -- >> Peter Steinbach, Dr. rer. nat. >> Scientific Software Engineer, Scientific Computing Facility >> >> Scionics Computer Innovation GmbH >> Löscherstr. 16 >> 01309 Dresden >> Germany >> >> phone +49 351 210 2882 >> fax +49 351 202 707 04 >> www.scionics.de >> >> Sitz der Gesellschaft: Dresden (Main office) >> Amtsgericht - Registergericht: Dresden HRB 20337 (Commercial Registry) >> Ust-IdNr.: DE813263791 (VAT ID Number) >> Geschäftsführer: John Duperon, Jeff Oegema (Managing Directors) >> _______________________________________________ >> Discuss mailing list >> [email protected] >> http://lists.software-carpentry.org/listinfo/discuss > > > > > _______________________________________________ > Discuss mailing > [email protected]http://lists.software-carpentry.org/listinfo/discuss > > > -- > If you cannot be brave – and it is often hard to be brave – be kind. > > > _______________________________________________ > Discuss mailing list > [email protected] > http://lists.software-carpentry.org/listinfo/discuss >
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