2.2 Intensify design
The design of teaching videos should follow the principles of pertinence, diversification and small steps. Pertinence refers to selecting teaching content that can really help learners to enhance their learning and working skills. Diversification refers to creating a variety of teaching video formats based on the type of teaching content. The term “small -steps” refers to dividing the teaching content into small units according to the specific nature of teaching and tasks. The teaching content should be dissected to establish the knowledge points and build a logical framework so that learners can progress from easier to more difficult knowledge (Ci Ranran, 2010).
What types of teaching contents are suitable to be made into videos? We do not agree with the spoon-feeding technique in the classroom, nor should we employ it for teaching videos. Only content that is suitable to be converted into video should be selected; the rest should be rendered in other media. We should respect the choice of teachers and students and use important or difficult elements as the main video teaching content.
What forms of videos are easier for learners to accept? Both the teachers and students generally accept the “Lecture Room” format. However, different formats need to be adopted for different teaching contents and teaching goals. For example, the summary content of the subjects can adopt a systematic teaching method, while important concepts and special opinions can be presented in the form of exclusive interviews. Concepts and processes which are difficult to describe linguistically can be shown in the form of a feature film. Many teachers have made beneficial attempts in this regard. Teacher Xiao Zhiming recorded the “VB Program Design” course in the “Lecture Room” format (Xiao Zhiming, 2012).
Whose teaching can win acceptance from learners? Lecturers should be chosen according to the teaching content. After the teaching content is divided into small units based on knowledge points, lecturers can be chosen for the specific content of each unit. In terms of teaching videos from open universities, the university’s own teachers can teach the structural content, while specialists with high attainments in the subject can be invited to teach any important or difficult knowledge points.
How long should teaching videos be? With a view to differences in the content and representation of teaching videos, there should be no specific limit placed on length. If the teaching videos are to be broadcast on television, the videos can be re-edited and the length can be defined according to the broadcasting rules.
2.3 Building a classroom atmosphere
Teaching videos should not try to emulate stage performances or news broadcasts; rather, they should use technology to create an atmosphere that is as close as possible to a real classroom (Jiang Guozhen, 2005). Therefore, teaching videos should use a real or simulated classroom, and use the classroom atmosphere to inspire the lecturers to teach to their full potential (Huang Lixin, 2006).
2.4 Promoting technology quality
This problem is still largely conceptual. It is important to concentrate our efforts on promoting the technology standard of teaching videos, urge decision makers to promote the configuration of equipment and personnel, and encourage designers and developers to do their best to enhance technology quality. Viewing the technical requirements for teaching videos set by the OUC guide for online core curriculum construction (Learner Support Centre, 2013), some requirements are low, and some are ambiguous, lacking a rigid quantitative index. In view of the diversity of representation of teaching videos, it is necessary to use higher technical standards (to reach television broadcasting standards) to regulate the production of teaching videos so that the teaching videos can be broadcast in high definition on television, computers and mobile terminals. Enhancing technical standards should not necessarily create high costs. It is necessary to find low-cost production methods that can maintain higher technical standards.
3. Expand channels to enlarge representation terminals of teaching videos
Channels are an important factor. If a teaching video is attractive but learners cannot see it, then its attractiveness is pointless. The development of modern technology has created the conditions for the diversification of the terminals and devices on which teaching videos are available. Learners cannot only watch the teaching videos on television, but also “search for” them on the Internet and “shake” them on mobile devices. In addition, they can also “flip through” the teaching videos on traditional textbooks.
“Flipping through” teaching videos in traditional textbooks refers to using augmented reality technology to watch preset videos by means of mobile tools such as mobile phones with the Internet connectivity. During the printing process, the books’ symbolic content (for example pictures) can be matched with corresponding videos according to requirements. When reading the books, readers can download special software through, for example, QR codes and use their mobile phones to view preset corresponding videos.
4. Gaining support from different parties to handle the problems of mobile learning
In the process of using mobile devices such as mobile phones to study teaching videos, the biggest problem faced by learners is cost, because mobile devices are charged according to data usage. The more data is used, the higher the cost. This means that, the more students watch teaching videos through mobile devices, the higher their financial burden. According to a survey completed by the School of Continuing Education of Renmin University of China in August 2012, 38% of students believe that mobile learning should be free, while 57% of students can accept a charge for mobile learning when it is within RMB 50 (Chen Yiqin, 2013).
In order to encourage mobile learners to watch teaching videos, the data traffic paid for by learners should be decreased as much as possible, and the length of the videos should be decreased. In this aspect, we can adopt a policy of splitting the cost of the videos between the students, distance education institutions, mobile suppliers and the government. This problem exists in most developing countries. Scholars in Bangladesh have also commented that “the government should positively decrease the service price to encourage learners to land on the Internet or use their mobile phones easily so as to satisfy their need to practice a new learning model” (KHALID, 2013).
VII. Conclusion
Following the development of network and communication technology, the representation of teaching videos has expanded from television to mobile devices such as computers and mobile phones. The application of teaching videos has also expanded from purely television courses to online courses, MOOCs and micro lectures, all integrated with other teaching resources. This trend is expected to continue to expand in the future. Therefore, it is important for all levels and types of distance education institutions to create high standard teaching videos that satisfy the needs and interests of learners.
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