A1: How to Make the Most of these Videos - Video Quality, Video Captions, Caption Translation and Educational Equity.
- 0:27 - Use This Web site as an alternative to YouTube Playlists: As well as the YouTube videos, you can also play back the tutorials in this Dr Graeme web site. We have more details here.
- 0:50 - See this summary index of the Playlists: There is a summary Index of most (but not all) videos available alongside the videos in this DrGraeme web site. This is not available on YouTube.
- 1:00 - Turn on Video Captions: Turning on Video Captions is useful in a noisy classroom and for hearing-impaired students. Most (but not all) of the Dr Graeme videos have Closed Captions.
- 1:50 - Translate these Closed Captions: These Video Captions can be translated into about 50 languages using Google's remarkable Google Translate service. These translations are not perfect, but they do a remarkably good job of getting the central meanings of the captions across to students who are concerned about their ability in English.
- 4:16 - Change YouTube player sizes: YouTube offers two player sizes, and this video demonstrates you how to swap between them.
- 4:45 - Change the YouTube playback quality: Most (but not all) of the Dr Graeme videos offer HD quality as well as lower playback quality. This HD quality is more suitable for desktop or classroom playback, however using this greater quality usually also means a higher download cost. The lower quality videos are more suitable for mobile phones and smaller tablets where the video size is smaller, and also have the advantage of smaller and less expensive downloads. The videos in this web site (including the one below) are of medium quality, suitable for most 7 inch (18 cm.) tablets, bigger smartphones, and smaller laptops. To get either High Definition (HD) playback for classroom use (or smaller download) playback for mobile phone use click here for a link to YouTube.
- 6:05 - Promote educational and gender equity: These videos allow each student to progress at their own pace. Our experience over the many years that we have been using this approach, is that this self-paced video based inductively-derived type of instruction has produced superior results when there is a large range of student abilities in a classroom. We have also found it is particularly effective for students working in same-sex pairs in the lower ranges of middle school, when girls have a growth advantage over boys. At this age, boy/girl pairs seem to work less well than same-sex pairs, because we observe that boys tend to start building immediately and the girls tend to start more slowly, discussing and actually thinking before they start (and often producing superior results).
To go back to the list of EV3 videos, click here.