Reflecting on the KOOC project

Working on the KOOCs (King’s Open Online Courses) was a demanding, yet fulfilling experience. My involvement mainly included: redoing the voice-over for the Statistics videos, recording and editing videos and finally putting together the assessment and social opportunities.

While evaluating the tutorial videos, a number of audio shortcomings were acknowledged. To overcome this challenge, our team decided that the most convenient way would be to record over the videos using another voice (i.e. mine!). Initially this proved tedious, since it required the creation of a transcript and the attempted synchronization of the audio with the tasks carried out in the video.

To improve and facilitate the synchronization process I decided to record my voice over the original voice, attempting to match its tempo and emphasis. This rather schizophrenic (!) approach, of having someone’s voice in your head saying the exact words you would then articulate, delivered great results and in good time and is thus highly recommended as a voice-over process.

After editing the videos I was tasked with creating the quizzes and assessment areas in KEATS. This revealed a limited understanding of the KEATS capabilities by the subject matter experts. Unaware of the potential complexity offered by KEATS, we sought to inform them of all that KEATS can support, such as the multiple available question types, the time limitations, and advanced functions such as conditional release. To best clarify this and also simplify the design process, we created a document which included a straightforward list of attributes which could then be selected or not. This then enabled us to develop the quizzes according to the subject matter experts’ specifications.

Finally, it was considered important to point out the significance of appropriate feedback to the subject matter experts. As the insufficient pedagogical consequences of simple qualitative terms such as “good”, “bad”, “wrong” and “correct” became apparent, we provided them with some guidelines.

For example, we asked the experts to focus on the reasoning behind a mistaken response and try to hint at the correct response or the location of the answer within the course material. Moreover, we asked that they attempt to enter the mind-set of the student, trying to understand their rationale, all the while acknowledging their progress and not specific skills.

Feedback which was simple, yet both specific and sufficient, felt like the most useful approach.

Overall, developing the KOOCs was an interesting and creative experience. I’m sincerely looking forward to putting together many more such approaches, in order to complement the many online educational offerings of the College.

Andreas Konstantinidis
e-Learning Content Developer
Centre for Technology Enhanced Learning

 

 

 

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