Dynabook and flipped classroom

>
>
> > It would also be nice if you could annotate the video by adding your
> > own highlights and notes to the transcript.  This takes video and
> > converts it to something that is much more active.
>
>      Yes, something like the crowdsourced-comments sound player that
> SoundCloud has. I can see why YouTube wouldn't do such a thing at this
> point (with its toxic commenting anti-culture), but I imagine someone
> else has by now.

>
>
> On Thu, Aug 30, 2018 at 5:55 PM Yoshiki Ohshima <[hidden email]> wrote:
>>
>> On Thu, Aug 30, 2018 at 2:09 PM Craig Latta <[hidden email]> wrote:
>> >
>> >
>> > > It would also be nice if you could annotate the video by adding your
>> > > own highlights and notes to the transcript.  This takes video and
>> > > converts it to something that is much more active.
>> >
>> >      Yes, something like the crowdsourced-comments sound player that
>> > SoundCloud has. I can see why YouTube wouldn't do such a thing at this
>> > point (with its toxic commenting anti-culture), but I imagine someone
>> > else has by now.
>>
>> Right.  It actually was something I wanted to do with the movies of
>> talks by Alan Kay.
>>
>> Here is one example:
>>
>> http://tinlizzie.org/IA/index.php/Alan_Kay_Turing_Award_Lecture_(2004)
>>
>> where you can click on a line in transcript and the movie rewinds to
>> that point.  I put some annotations, and because I have some of his
>> presentation materials, I managed to recreate what he was showing (it
>> was in Squeak, of course).  Because it is on MediaWiki, I am thinking
>> that we can have some pages on concepts, and cross reference them.
>>
>> There are quite a few movies:
>>
>> http://tinlizzie.org/IA/index.php/Talks_by_Alan_Kay
>>
>> But I only managed to annotate a few.
>
>
>  Hi Yoshiki-san,
>
> Very cool! That works well.  Easy to find what you are looking for and start at that point!

> Hi Hilaire,
>
> Nice write up on the flipped classroom.  Thinking about video there
> are a few things that come to mind.  First, video is not easily
> searchable.  With the ability to easily caption and index video now it
> would make sense to allow users to jump from place to place on the
> video by clicking on the transcript.  That would make it easier to
> read the content (which is much faster) after you have watched the
> video.  It would also be nice if you could annotate the video by
> adding your own highlights and notes to the transcript.  This takes
> video and converts it to something that is much more active.  For me
> video is great but only the first time.  Once you have seen the video
> it becomes a time sink if you ever need to reference it since you
> really don't want to watch it all over again but you may want to
> gather details or re-watch something you didn't understand.  That's
> when text takes over and become a much more useful medium.  So
> highlighting a video transcript and being able to watch just what is
> highlighted and see your notes at the same time would be very useful.
>
> The concept of a flipped classroom raises some issues I've seen. 
> Distance education is really difficult and is a bit of an analog for a
> flipped classroom.  When you are trying to teach people using media
> alone the amount of time and effort required to produce the content
> is, I'm told, much like the effort required to write a book.  The
> benefits of consistent delivery of information need to be weighed
> against the efficiency of discussing the material and being able to
> gauge how much is being understood and leaving the detailed
> information for later study (by interested students).  The
> live interaction is what our software "Immersive Terf" adds to
> distance learning. 
>
> The risk I see is that it is very difficult to produce material that
> covers all the aspects that would be required for everyone without
> losing the interest of those that already have a background in the
> material by putting in too much, or flying over the heads of students
> by leaving things out.  Having the interaction between students and
> teachers is critical so I'm not sure how efficient it would be to push
> the learning to home assignments.  
>
> I've always thought that it works best to film some content, for
> consistent delivery, up to about 5 minutes, then immediately move to
> Q&A, then have users break out to discussion groups.  This model of
> learning, questioning, and discussing is very powerful when done in an
> interactive setting.  Breaking out the learning portion to a solitary
> activity seems wrong.  Leaving the solitary time for reinforcement and
> detailed analysis makes more sense.  I guess what I'm saying is that
> if as a student we have time alone that time is best spent reviewing
> what was learned, working on projects applying what was learned to be
> presented back to the class for discussions, or expanding on what was
> learned by reading or exploring the fine details that may have been
> skipped in class.
>
> I'm not saying this is best for all people since everyone does seem to
> learn in quite different ways.  In many ways, students do benefit from
> trying to figure something out for themselves.  The questions become
> much more relevant, they seem to learn at a much deeper level because
> of the effort required to "figure it out".  The issue in my mind is
> that these motivated students are going to learn no matter what you
> do.  Even without prodding them in a structured way they are going to
> come to class much better informed than their peers.  Non-motivated
> students will come to class saying "I TRIED to learn the material but
> I didn't understand it".  
>
> This, of course, brings up the question is Dynabook intended to
> support a motivated student to learn and explore information or to
> help improve the ability of non-motivated students to learn?  Maybe both? 
>
> Thanks again for sharing your posts.  

> Right.  It actually was something I wanted to do with the movies of
> talks by Alan Kay.
>
> Here is one example:
>
> http://tinlizzie.org/IA/index.php/Alan_Kay_Turing_Award_Lecture_(2004)
>
> where you can click on a line in transcript and the movie rewinds to
> that point.  I put some annotations, and because I have some of his
> presentation materials, I managed to recreate what he was showing (it
> was in Squeak, of course).  Because it is on MediaWiki, I am thinking
> that we can have some pages on concepts, and cross reference them.