Video as product

Reading this posting on Hybrid Pedagogy recently, reminded me of some of the material on the History of the Open University website.

The OU started broadcasting on BBC2 in January 1971, originally in the early evening and on Saturday and Sunday mornings, as that’s when students were most able to watch the programmes live (and there were no property restoration shows to displace). In the 198os amd 1990s video recorders became more widespread, and in 1990 broadcasting moved to the night, with students recording programmes and watching them later – the programmes were avalable for students when convenient and a form of interaction (rewinding, pausing, etc) became possible. In the early 2000s video material began to be distrubuted to students via CD and DVD, with the last course-related broadcast made in 2006. Since 2008 video material has been made widely available via iTunesU, YouTube and Open Learn.

That history, along with Audrey Watters’ recollections, demonstrates the three Is model discussed in this report from the RECall project – image (the moving image), interactivity (pausing, rewinding) and integration (adding other tools). Watters criticisms suggests failings in the last of these, with students left feeling isolated, and her comment about the failure of community is particularly interesting. Here the OU, with tutor groups, Associate Lecturers and a long history of facilitating distance learning has an advantage.

My biggest interest is in the RECall model is the fourth I – input. The relative ease of video production and sharing afforded by current hardware (phones, cameras) and software allows us to move from the video as content model presented above (and, as Watters describes, perpetuated by MOOCs) to video as product and my interest lies in how this can help to foster the sense of community found lacking by Watters.

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