One-on-one feelings - seven characteristics of popular micro-courses

What kind of micro-class is the most popular, do you know? The most popular micro-class has seven characteristics:

1. The video that is shorter than 6 minutes is the most attractive

The micro-class is micro-small, so how long is the micro-course video most attractive?

Based on the statistics of edX data, no matter how long the video is, the median duration of the user's actual viewing time is less than 6 minutes. And the 6-9 minute long video is an inflection point, and the median of the actual video viewing will be reduced. For example, a video with a length of more than 12 minutes, the actual median viewing is only 3 minutes. Therefore, the question "How short is the micro video best?" has a standard answer - 6 minutes. The data analysis of the micro-course contest video length of the micro-class contest shows that 3-7 minutes is the best time, too long is not good, too short is not clear or video editing technology is high. It can be seen that the video length of the primary and secondary school micro-courses should not exceed 10 minutes, and 5-8 minutes is most suitable. Different subjects and different learning objects are slightly different.

2. Speed ​​is fast

The short video has to contain enough knowledge points, and the speed of the micro video is also very important.

Although statistics show that speech rate and video appeal are not completely proportional, when the speech rate reaches 185-254 words per minute, corresponding to the Chinese estimate of 300 words, no matter how long the video is, it can get more attention. The reason is very well understood, fast speech speed is often accompanied by passion, passion is contagious, and the appeal is more able to impress the learner and make him more focused. Therefore, the more enthusiastic, even passionate, teachers are able to attract students.

As the speed of speech increases, the time required to teach the same content is shortened, so that the resulting video can approach or even reach the recommended length of 6 minutes. Just plan before class, make the content more compact, the rhythm is faster, don't talk nonsense, don't repeat it mechanically (students can repeat it themselves), cut off the words "Hm", "Ah", etc., the short and succinct video will have .

To some extent, the shorter the instructional video of the same content, the higher the student's learning efficiency. This is the "language view" that the micro-course video production must require. The teacher's language must be clear, the pronunciation standard, and the speech rate appropriate (or even faster, because students can pause or repeat the viewing of the video when it is too fast), it is contagious, and even appropriate humorous, Can catch the eye and attention of the students in front of the computer.

3. The teacher's avatar is by no means optional.

The micro-course is very short and exquisite, and the avatar of the lecturer is not optional.

For videos larger than 6 minutes, there are more attentions from the teacher's lecture heads than the pure PPT, software operation and other screen-based micro-course videos. I think this is because the avatar is always moving, and it is more refreshing than the monotonous screen that has been in a still picture. I personally prefer the avatar to embed the corner of the video, that is, the form of picture-in-picture, but the premise is that PPT leaves the corner intentionally, and the avatar does not obscure the courseware content that is seen.

Chinese-style micro-course video can take the "compromise" route - the teacher's avatar can appear at the end of the title, occasionally appear in the middle, important content can appear, can also appear in the summary, even the position and size of the teacher's avatar can be set . This is very easy to implement in the later editing of CS recording software.

4. Be good at making one-on-one feelings

Teachers are accustomed to the teaching atmosphere of the classroom - blackboard, big screen, pointer or PPT laser pen, standing on the podium, walking around, students all facing the teacher, and even arranging some students to pretend to listen to the interest of the lecture. However, data analysis shows that video recorded in expensive classrooms and studios is not as attractive as a lower-cost private recording. The teacher sits, facing the camera, the background is the office, and the lecture is the same as doing the individual tutoring. The effect is the best. This is easy to create a sense of intimacy and fits the learning environment of the students sitting in front of the computer.

The key point here is to give students a one-on-one feeling. Traditional offline education reminds us that face-to-face and one-on-one can achieve the best teaching effect. Sitting down and facing the camera, we basically create this feeling. In the language, you can use "you" instead of "you" and use "we" instead of "everyone". The atmosphere will be there. The first sentence of many teachers who do not follow this path is always "classmates, everyone", which usually "plays" at that moment.

This is very important. Micro-courses are designed and produced for students' self-directed learning and one-on-one learning. They are for students to see rather than for teachers. One-to-one learning contains the most flat learning concept - students interact directly with the learning content or explain the operation process, there is no redundant, irrelevant or even invalid intermediate teaching links, such as discussion with classmates in traditional classroom teaching, Sharing, communicating, answering, even if there is, is the thinking and activities of the students in their hearts. Students can learn on demand according to their own hobbies and styles - easy content can be seen, do not understand the place can be repeated, pause to check the relevant information to understand the basics and then look at it, you can see online Ask questions, do exercises, take notes, and then watch the next micro lesson after 100% mastery. This kind of learning efficiency is particularly high, and there will be no leftovers, and poor students will never form again.

5. Handwriting screen and pen are the most worthwhile recording equipment

Statistics show that students are more willing to spend 1.5-2 times more time on Khan-style videos than traditional simple screen-based micro-courses. When the teacher talks and paints, it is really like the feeling of one-on-one. Or use a blackboard to teach on a whiteboard or blackboard, or to highlight the content on the ppt. The effect of the stylus is far better than the single instruction and playback of the mouse. It allows the students to clearly know where to look and faithfully follow. The teacher's thinking is synchronized to reflect the visualization of the learning process.

It is very difficult to "write" a good book with the mouse. The handwritten electromagnetic screen and stylus are very worthy of the micro-course video recording tool.

6. The more active the student, the higher the score

When are the students in the candidate class most active? Research shows that in the first half of the first half of the new course, the number of active students in the course of the first homework deadline is much higher than that of other time courses. Therefore, the best time for MOOC course promotion is before and after the start of the course. However, it is worth mentioning that since the start of the course, even after the end of the course, students who have joined the course but only watched the video have always maintained a high proportion. Although they do not pay homework or exams, they can also get income from the video, which is also the embodiment of the value of the course. Therefore, it is not appropriate for some MOOC courses to be completely closed after the end of the MOOC course, and even the video is not seen. In addition, 60% of students choose courses before the start of the course, so a long enough notice period is still necessary.

Statistics show that no video has become an obvious terminator of learning, but some homework problems have become obstacles, a large number of students are hung on it, and then there is no more. This shows that the great reason for the suspension of study is that it is difficult, not simply lazy. If you can provide some help in the problem-solving process, such as volunteer online counseling, personalized learning resource push, regular learning diagnosis report and advice, advanced integral learning incentive mechanism, etc., can help students go further. far.

7. Teachers must brainwash before they can do online courses.

Don't copy the habits and patterns of class lectures into online courses. Classroom instruction is an object- and goal-oriented activity, and the online course is more complex, including age, foundation, geography, work habits, cultural background, etc., and the learning objectives are also diverse, such as obtaining evidence, in-depth study, In general understanding and solving the problem at hand, coupled with the dramatic changes in learning tools and the environment, it is conceivable that the effect of the classroom teaching will be poor. Nowadays, more and more teachers are beginning to get involved in online education, and let go of the traditional teaching habits and concepts that they have become famous. It is a solid first step to re-learn how to teach online with the "Little White" mentality.

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