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Posts Tagged ‘video


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In the video above, Hank Green described a science fiction novel published in 1911 about “personalised news”. A century later, we now have news feeds.

The difference is that the personalised news in the novel was defined by the subscriber. The current reality of news feeds is that they are dictated by computer algorithms.

Neither extreme is healthy. If you choose only what you want to consume, you create a bubble. If you let something else choose what you read, you lose control. The latter process is also not transparent.

In the Facebook-Cambridge Analytica world, you stop becoming the customer being served products; you become the source of data and the product to be sold to others.

In between the novel and current Facebook fiasco is another reality. It exists only among those who take control. For example, I decide what I read with RSS. I decide who to follow and learn from with Twitter. Both lead me to reliable sources of information and carefully curated alternative points of view.

If you don’t control the feed, the feed is controlling you.

Here are two contrasting video answers to whether our phones are addictive.


Video source


Video source

The first asks a question and provides answers based on what current models and research on addiction reveal.

The second already has an answer, likely one garnered from a straw poll or popularity contest. The outcome was assured, regardless of the facts. For example, it confused engagement with addiction.

The sad fact is that fewer people might eventually watch the first video and learn how addiction is defined. Instead, they might stick with the easy and lazy answers instead of the more nuanced and difficult ones.

You can never be too old to find your voice.


Video source

Stephen Colbert recently interviewed Madeleine Albright on his show. According to Albright, she only found her voice at age 55.

The survivors of the Parkland shooting and Malala Yousafzai found their voices before they turned 18.

Age is not the barrier or criteria for fixing your voice. Your cause, purpose, and passion are.

When I enter contract negotiations for my talks, workshops, or consulting services, I occasionally see this line item: Video recording the session.

When I ask what this is for, the usual responses include archiving, showcasing, reference for absentees, or later review. I object to all three, but not for the reasons you might expect.
 

 
Archiving or showcasing a session on video is a lot of work with very little return on investment. If you want to do a good job of archiving or showcasing, the video must spend a lot of time in post-production. At the bare minimum, every minute shot needs at least ten in editing.

If the video is meant to be a reference, I wonder:

  • Who exactly is going to watch the video?
  • Why do they need to do this?
  • How exactly is watching a video a proxy for attendance?
  • What use is a video-based review if it is incidental and not designed for follow-up?

A workshop is about work, not watching dispassionately. Even though my sessions are blended, they designed for being there, getting involved, and learning together. A video is not the same as being there.

A workshop is also about context. I have conducted many sessions with the same title, but I have to do something different each time because the context changes. The people who attend make a difference to what I do. Watching a video does not give you a sense of context nor the ability to add to it.

Other than these design factors, I also have a consulting factor for saying no to most recordings. A single video recording is a potential loss of opportunity for me. Someone can offer the video in an online repository and an administrator can claim that they have the same experience for free. They do not, and they fool themselves if they think they do.


So I say no to most video recordings while negotiating contracts, when I am asked on the spot, or when I notice video camera pointed at me without permission. This is not about being camera-shy; it is about being savvy with learning design and firm with my rights.

In the YouTube video below, John Green told a story about two former Liverpool goalkeepers.


Video source

Ever the masterful storyteller, Green highlighted how one goalkeeper took some advice, applied an unconventional strategy of another goalkeeper, and helped his team win the Champions League. He did this despite establishing his own method after honing his craft over countless practice sessions and matches.

One might argue that the goalkeeper could have stuck with his old habits and he might still have won his team the match. Perhaps, but likely not. The odds are stacked against goalkeepers in penalty shootouts. You see more goals scored than goals saved at the highest levels of football.

Something similar could be said about teachers and teaching. Their practice is also honed over a long time and often their habits are based on how they were previously taught. It is uncomfortably difficult to operate outside this box.

The thing is that teachers will not know if a new and uncomfortable method will work until they are brave enough to risk a difference.


Video source

While there were many points of interest in the second part of Crash Course’s history of media literacy, one thing that stuck out for me was this statement:

If Martin Luther and Guttenberg worried that we didn’t have enough media around, in the 20th century, we start to worry if people have too much.

It was the narrator’s way of saying how times have changed. Back then the worry was that not enough people had enough information. Now the worry seems to an information explosion.

This part of the series seems to set up the rest of the series, i.e., the rationales for why we need media literacy and all its variants.

Anyone who needs to process scientific, medical, or social science research that involve correlations needs to watch the video below.


Video source

As the video highlights, the number of drownings can be correlated to the release of Nicholas Cage movies, but this does not mean one causes the other.

Journalists who like reporting whether certain foods are good or bad for you need this video.

People who read what these uninformed journalists write need to watch this video.

Anyone who might have heard someone else declare, “Correlation is not causation!” needs to watch this video.

Watch this video!


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