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Advice & Queries about BHWs, BHTLMs, eClips,
etc.
from 1st Online Clinic 9/28/2007
Designing and Planning eClips & BHWs
Duration, Sequence, Structure
Pare Down vs. Split Up ???
What do you do when your first try at
producing an eClip is too long?
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There are benefits and difficulties often
associated with squeezing something
long down to be VERY brief.
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There are benefits an difficulties often associated with
dividing something long into several BRIEF
segments
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Squeezing can produce a false sense of
efficiency. If you squeeze too much info into too
little time, most who watch/listen lose the capacity to
"cognize". "Efficiency" becomes zero!
[Same applies to "covering" too much in a conventional
classroom session.]
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For a BHW/eClip that has 3 logical
sections: Subdivide into 3
separate eClips or 3 BHWs. Should the 3 sections
be separate and independently accessible but linked? Vs.
Produce one long eClip that includes instructions for
PAUSING after each logical section. Using the "Pause"
approach requires VERY clear instructions BEFORE, DURING,
AND AFTER EACH "PAUSE" - should have a slide or image showing
DURING each pause that makes it clear that that is what is
happening.
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Instructions visible on a slide displayed
during an online session when "playing" an eClip
must be consistent with instructions given verbally or any other way DURING
the session. Make it especially clear what people
are being asked to do when they have
finished hearing/seeing each eClip or each section of an
eClip.
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Any use of structure for an online
session in which participants are asked to respond to
more than one eClip requires especially clear explanations
in advance and clear instruction about what to do at the
end of "playing" each eClip or each section of eClip
Linear Sequence vs. Web-like Linkage
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One or two eClips to be used by a full
group within a synchronous event - with links to
other resources that could be used at different times
and not necessarily by the entire group
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Use of overview/summary/TOC/Map
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Use a web page to organize all the
various parts
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Embed the materials in Web page with lots
of other resources
Local Activities
Highlighting faculty expertise
(especially on your own campus - and especially on
multi-site campuses
Style - Clarity, Words vs. Images
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WATCH USE OF PRONOUNS: Does "you" mean me
or does it mean the people I would be using the eClip
with? Is it good to totally avoid "you" while making
video clips?
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How clear does an eClip need to be about
whether each image is supposed to illustrate or
counterpoint the words
To Video or Not to Video?
Main question is whether or not the video
adds something to the entire thing, the fundamental question
of why have video at all?
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Video is personal (hear his voice, see
his students, etc.)...you feel what he is doing
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As a visual, hands-on learner, I found
the use of the video helped my learning process. I also
felt I connected.
Recommended Supplementary, Complementary
Resources
Planning Techniques
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Start an eClip as a script with narration
and brief descriptions of slides; get feedback and
rework the plan for the eClip before producing it. Much
easier to make changes in a script than to re-do or
re-edit the eClip.
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Movie scripts are formatted one page
roughly equal to one minute of screen time. Developing a
script format eClips that also equaled one page per
minute would help clip creators save time by cutting
down on the audio editing in post production.
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Planning Future Clinics
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Need to be clearer & more specific in our
instructions and discussion about what we're referring
to and what role we're inviting people to take at a
specific moment!
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Do NOT do too many things at the same
time or ask participants to take on too many roles at
the same time
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CLEARLY SPECIFY WHICH ROLES WE'RE ASKING
WHICH PARTICIPANTS TO TAKE ON AT WHICH TIMES:
Author/creator; Trainer of the trainers; Fac Dev Pros;
Faculty;
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Accompanying website available before the
session begins: send out the website URL with the
overview and include the modules for that session so
that participants CAN sample, preview what we're going
to discuss. "Viewing" a second time DURING the clinic
should only enhance participants' ability to make useful
suggestions.
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Use small group techniques to make things
even more interactive - give each group in the workshop
particular roles or portions of the BHW to discuss and
share with each other. Even complete a feedback form
ahead and THEN discuss each eClip or BHW "live" on
Friday.
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Explain "clinic"!!!! Time when we put out
products under development for comment by peers? As
distinct from workshop or presentations?
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How can we also get feedback about the
feedback form(s) and activity(ies)? Without confusing
everyone even more!
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Clarity, Clarity, Clarity!
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No matter how little time there is left,
give people a moment to collect themselves, and shift
their mindset to respond to each new request or
question.
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HHHF: Purposes,
Commitments
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HHH = Purposes; Foot = Admonishment
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Every eClip - should have at least a
little of each of "Head, Hand, Heart"
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Most eClips will be mostly about only one
of Head/Hand/Heart
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Every eClip (etc.) needs grounding,
support, low-thresholdness, etc. [Foot]
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"Keep your feet on the ground!" Clarity,
Simplicity, Transitions!
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Every eClip or BHW we produce should
enable people to do something or understand something
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