No abstract
Videos are becoming an increasingly popular medium for communicating information, especially for online education. Recent efforts by organizations like Coursera, edX, Udacity and Khan Academy have produced thousands of educational videos with hundreds of millions of views in their attempt to make high quality teaching available to the masses. As a medium, videos are time-consuming to produce and cannot be easily modified after release. As a result, errors or problems with legibility are common. While text-based information platforms like Wikipedia have benefitted enormously from crowdsourced contributions for the creation and improvement of content, the various limitations of video hinder the collaborative editing and improvement of educational videos. To address this issue, we present VidWiki, an online platform that enables students to iteratively improve the presentation quality and content of educational videos. Through the platform, users can improve the legibility of handwriting, correct errors, or translate text in videos by overlaying typeset content such as text, shapes, equations, or images. We conducted a small user study in which 13 novice users annotated and revised Khan Academy videos. Our results suggest that with only a small investment of time on the part of viewers, it may be possible to make meaningful improvements in online educational videos.
In the late 20th century, students learning English in India as a second language had a set of challenges. Classes had mixed ability groups, teaching was carried out in vernacular language and English was taught as a subject and not a skill. Students as well as teachers had few opportunities to learn or practice English.[1] In the 21st century, the challenges from the previous century continued. On the other hand, a new learner has also emerged: the Indian millennial whose access to tech and connectivity has increased along with her expectations from online products and offline services. Millennials of India want collaborative learning experiences and quick feedback, and have low tolerance for boredom. [2]In this paper we explore two styles of English training for the millennial, online self- paced and blended (online + face-to-face) where the end-goals of both programs were to help students be an English-confident, job-ready graduate. We present quantitative data and qualitative feedback that shows the difference that the two programs had on the students. From this exploration, we list out a set of design principles for creating an effective English Training program for the Indian Millennial.
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