Category Archives: Screencasts

October 23, 2013, 7:25 am

Khan Academy using contractors for accuracy checking — some thoughts

In this news item from the Washington post (h/t to @ValerieStrauss) we learn that Khan Academy is using “contractors” to check the accuracy of some of its videos. The report is prompted by an email exchange between the piece’s author and Sal Khan himself regarding the accuracy of one of the physics videos. In Khan’s response, he says:

We have deleted the video [a physics video that had an error in it]. We are trying our best to keep up with any errors on the site (both through feedback from users and peer-review from educators). I checked into why we didn’t notice this one earlier, either your friend or someone else did point this out in the comments but they did not surface to the top (we currently have contractors with math/science backgrounds reviewing much of the math material and the comments to find other issues like this). We do need to get better at making sure that…

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May 6, 2013, 8:00 am

Who does screencasting help the most?

5816423791_c3d7250ec0_mLet’s go back to the research paper on screencasting that I first blogged about here. In that post, we saw that students on the study generally watched the screencasts, even without explicit rewards like grades, and the tended to do so strategically. But what about student learning? Did it help?

To answer that question, we have to go back to a previous paper by the authors [PDF]. (That one is in the queue this week to read and blog about.) In that paper, the authors did find a positive correlation between screencast use (which they tracked using stats for the class’ course management system) and overall performance. But – this correlation does not imply causation, and indeed when the data are sliced along various demographic lines, sometimes the students’ performance was better explained by GPA than by screencast use.

I haven’t gotten into that second paper yet, but what …

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April 4, 2013, 4:48 pm

Data on whether and how students watch screencasts

224445431_1602bfff1d_mScreencasting is an integral part of the inverted classroom movement, and you can find screencasting even among courses that aren’t truly flipped. Using cheap, accessible tools for making and sharing video to clear out time for more student-active work during class make screencasting very appealing. But does it work? Do screencasts actually help students learn?

We have lots of anecdotal evidence that suggests it does, but it turns out there are actually data as well that point in this direction. I’ve been reading an article by Katie Green, Tershia Pinder-Grover, and Joanna Mirecki Millunchick (of Michigan State University and the University of Michigan) from the October 2012 issue of the Journal of Engineering Education in which they studied 262 students enrolled in an engineering survey course that was augmented with screencasts. Here’s the PDF. This paper is full of interesting…

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February 19, 2013, 7:45 am

When MOOCs melt down

Coursera right now is reminding me of this scene from LOST, shortly after the initial plane crash:

Having a bad month, indeed. First it was this MOOC on “Fundamentals of Online Learning” that, ironically, had to be shut down for reasons involving the failure of online learning technology. Now it’s this course on “Microeconomics for Managers” in which the instructor, Richard McKenzie, walked away from the course. According to the CHE report:

Gary Matkin, the dean for distance education at [UC-Irvine, McKenzie’s home institution], said the problem had stemmed from Mr. McKenzie’s reluctance to loosen his grip on students who he thought were not learning well in the course.

“In Professor McKenzie’s view, for instance, uninformed or superfluous responses to the questions posed in the discussion forums hobbled the serious students in their learning,” said Mr….

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February 11, 2013, 7:45 am

Does Khan Academy help learners? A proposal

Last week’s flare-up over Khan Academy was interesting on a number of levels, one of which is that we got a new look at some of the arguments used in KA’s favor. Perhaps one of the most prominent defenses against KA criticism is: Khan Academy is free and really helps a lot of people. You can’t argue with the “free” part. On the other hand, the part about “helping” is potentially a very strong argument in KA’s favor —but there are two big problems with the way in which this is being presented by KA people.

First, the evidence is almost entirely anecdotal. Look through the Pacific Research Institute whitepaper, for example, and the evidence presented in KA’s favor is anecdotes upon anecdotes — possibly compelling, but isolated and therefore no more convincing than the critics. The reason that anecdotes are not convincing is because for every anecdote that…

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February 5, 2013, 7:45 am

Khan Academy Redux

The last thing I expected to encounter this week was a resurgence in the Khan Academy Debates of this past summer. Those, if you remember, centered around this spoof video created by my GVSU colleagues John Golden and Dave Coffey. My own contribution to those debates remains the single most viewed post I’ve ever published in nearly ten years of blogging. But honestly, I hadn’t thought much about Khan Academy since then — until Monday afternoon.

Dave (Coffey) sent me a tweet alerting me to this whitepaper published by the Pacific Research Institute, a free-market think tank based in San Francisco. “Look at page 14,” Dave said. I did, and found that I was being used as a prime example of a Khan Skeptic. Actually I am the last in a list of skeptics whose skepticism the authors attempt to dispatch. I’m in good company, as Keith Devlin is the first on that list and Veritasium…

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July 23, 2012, 10:36 pm

What does Khan Academy need?

Marshall Thompson writes in this blog post from a couple of weeks ago that he’s concerned over the tone of the recent and ongoing Khan Academy/#mtt2k debate and is worried about the cost it incurs. It’s a good post, and in the process of commenting on it I realized a few things. Marshall writes:

I get the impression that KA has a goal of pedagogical soundness. Is this the best way to help them achieve that goal?

Sal Khan is not a dummy. He is clearly working through some of the same pedagogical misconceptions we all worked through (and continue to work through). How can we best help him through his personal journey without alienating him or causing him to be defensive?

I have tremendous respect for Sal Khan, but I have to admit that I’m not really concerned about his personal journey or his working through pedagogical misconceptions. It would be fantastic if he began…

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July 18, 2012, 9:44 am

For proofs, just click “play”

This week I am adding to the playlist of screencasts for the inverted intro-to-proofs class I first mentioned here. There are seven chapters in the textbook we are using and my goal is to complete the screencasts for the first three of those chapters prior to the start of the semester (August 27). Yesterday I added four more videos and I am hoping to make four more tomorrow, which will get us through Chapter 1.

The four new ones focus on conditional (“if-then”) statements.  I made this video as the second video in the series as a prelude to proofs, which are coming in Section 1.2 and which will remain the focus of the course throughout. Generally speaking, students coming into this course have had absolutely no exposure to proof in their background with the exception of geometry and maybe trigonometry, in which they hated proofs. Watch a part of this and see if you can figure out my …

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July 13, 2012, 8:17 am

Screencasting for the inverted proofs class

Here’s the first (and so far, only) screencast that students will use in the inverted transition-to-proof class:

This one is a bit more lecture-oriented than I intend most of the rest of them to be, so it’s a little longer than I expect most others will be. But I do break up the lecture a little bit with a “Concept Check”, which is the same thing as a ConcepTest except I’ve never warmed to that particular term (the word “test” puts students on edge, IMO).

If you have tried out any of Udacity’s courses or read my posts about taking Udacity courses, you will see some obvious inheritances here. I tried to keep the video short, provide simple but interesting examples, and give some measure of formative assessment in the video. I am exploring ways to make the Concept Check actually doable within YouTube — Camtasia 2 has an “interactive hotspot” feature I am trying to figure out — …

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July 10, 2012, 11:38 am

Inverting the transition-to-proofs class

When I see the first back-to-school sales, I know it’s time, like it or not, to start prepping classes for the fall. This fall I am teaching two courses: a second-semester discrete math course for computer science majors and then two sections of “Communicating in Mathematics” (MTH 210). I’ve written about MTH 210 before when I taught it last fall. This fall, it’s going to be rather different, because I’m designing my sections as inverted or “flipped” classes.

If you’ve read this blog for any length of time, you know I’ve worked with the inverted classroom before (here, here, here, etc.). But except for a few test cases, I haven’t done anything with this design since coming to GVSU. I decided to take a year off from doing anything inverted last year so I could get to know the students and the courses at GVSU and how everything fits together. But now that I have the lay of the land, I…

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