Responding to the presidential debate, Zeynep Tufekci draws on the work of William Fielding Ogburn to discuss the mismatch between a past we hope we can return to and the actual reality that has moved on. Debates worked in an era with little choice, however with so many other means of communicating it does not make sense.
We could, instead, have panels of journalists interrogate the candidates in separate hours, where the candidates have time to speak. The panel could consist of journalists chosen by the candidate and his opponent, with questions alternating between the friendly questions and those less friendly. The questions could be negotiated so that some of the same questions are asked of both candidates. They could be a mix of questions submitted in a town hall and questions polled among the public. The follow-ups could also alternate. And so on. Something else. Anything else.
Although different from the debates, this notion of mismatch is something that has been called out by the current crisis.
As students return to classes, there is a lot of discussion about what has changed and the dangers of snapping back into an old sense of normal. For Steven Kolber, the move to offsite learning has highlighted the opportunity for asynchronous learning.
A ‘build back better’ move would be to allow a portion of students’ load to be delivered remotely, giving teachers and students some space for variety in their schedule, and freedom from the byzantine and industrial timetable of schools.
I think that this opportunity is something pertinent both inside and outside of the classroom.
In my work in supporting schools, the move offsite has forced a rethink for how schools and staff are supported. Where in the past, there was a focus on in-person workshops, structured around particular topics. In their place we have been forced to explore other approaches. One of the consequences of this is that it has broken up sessions into support that is done at the point of need.
One of the things I have been doing for a while is following up support calls with a summary of how I saw things. Many take their own notes, but having my own set allows for cross-checking. Associated with words, I have been exploring a number of other ways to communicate and explain various points.
The simplest way to supplement a written explanation is with an annotated image. Although it is possible to provide clear descriptions, this presumes we all share the same language. For example, here is my online course associated with Global2 which is regularly broken up with annotated images. Although in the past I used Google Drawings to create such images. These days I use SnagIt to quickly capture and create images, especially when connecting remotely using BOMGAR.
I have taken to using GIFs to capture more complex workflows which cannot be presented in a static annotation. This was in part inspired by Jake Miller’s EduGIFs. It involves turning short screen-casts into GIFs. I have found if short enough, they can be sent by email or uploaded into a Google Doc. As with annotations, I have been using SnagIt to create these GIFs. Although I like Miller’s combination of text and image, this is not possible with SnagIt. I therefore still provide these with written instructions.
One of the limitations to both images and GIFs is that often they only capture a particular part of a longer processes. Therefore, I have taken to using Captivate to record video demos this year in something of a flipped model. This has involved:
- Recording the video. Although research suggests that showing your face is important, I find it impedes the ability to edit the video unless you keep your face really still. If I make a mistake or am unhappy with a particular instruction, I usually just do it again while recording, knowing I can then just cut this out later.
- Fixing up the audio. Opening the narration in Audition, I normalise the volume and silence any unwanted noises, such as coughs, umms and words I inadvertently repeat, like ‘now’. In the past I have used Levelator and Audacity for this, however Captivate has a direct integration with Audition, which makes it easier.
- Trimming the video of parts not needed. This includes pauses and moments where I may be completing a task that does not need to be demonstrated. Ideally, it would be good to keep such moments in and speed them up, but I have not found a simple way of doing that with my current setup.
- Editing the narrative. Using the Zoom and Highlight Box functions I guide the viewer’s attention to match my instructions. This includes updating the default Highlight Box so that the background is basically blacked out.
- Publishing the video. Once complete, I upload the videos into Google Drive to be shared. I have been thinking about whether it would be better to load these into YouTube as unlisted to provide access to transcripts, as Mike Caulfield does with his instructional material. However, for now Google Drive works.
It needs to be noted that another influence in regards to asynchronous videos has been Ben Collins. I have written about presentations before, focusing on the importance of content, delivery and supporting materials. Lately though I have been inspired by Collins’ courses and the way in which he carves out succinct narratives and breaks-up the whole into its parts. I am sure that hours of effort have gone to getting this stage.
The challenge I have with my work is two fold: to build the capacity of users, as well as develop a sustainable support processes. In addition to using images, GIFs and video, I endeavour to use de-identified data in the images that I share, this means that if somebody else has the same request that I can easily just send them the same message and image.
So that is my new normal beyond the classroom. What has it been like for you? As always appreciate any thoughts and feedback.
If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.