This recipe comes from working with video in design research, participatory design and education for many years. While video is a powerful medium for documentation and communication of material practices of design, it can be extremely time-consuming to work with and the editing process gives the editor the last word on the content, rather than people in the video.
The one-shot video format changes the role of video-making and its productive value in collaborative activities, as well as when working collaboratively over distance. The technique has become an excellent medium for tutoring over a distance, allowing a student or student team to present their tutor an up close look at their work-in-progress, whether rough sketches, physical materials or a combination.
One-Shot Video is a technique where participants use a smartphone to create a short video that illustrates their work in detail. The participant(s) are challenged to present their thinking as the video rolls over the supporting content in a limited time frame. One-Shot Video not only captures scripted performances, but it can also push participants to produce their best thinking constrained by a specific timeframe.
Serve to:
Students and teachers needing to communicate a complex topic quickly
Time:
10-30 minutes
Cost:
Low (using smart phone)
Difficulty:
Easy (once you get used to it)
You can watch and One Shot Video of the method here: One-Shot Video. There’s an example One-Shot Video and further support materials at the end of this recipe.
Notes on ingredients:
1) Material + voice path: Works great for messy notes and chaotic work spaces, since the path of combination of video and your voice creates the structure. Try to choose a path before recording.
2) No talking heads: No need to show the person talking, other than during the introduction and/or finish, the visual material and your thoughts are the focus.
Cook’s tips:
As a teacher, try making a one-shot video in response to a student’s work.
When I worked at Interactive Institute in Sweden, I finally developed some support material for introducing one-shot video for practical purposes, both a video introduction and print material. This technique has been introduced and used by hundreds of students (Umeå Institute of Design, Konstfack, KADK, University of Southern Denmark), and professionals in a variety of projects and daily work practices over the years.
And finally, here’s an example One-Shot Video:
Clark, Brendon. “Generating Publics through Design Activity.” In Design Anthropology: Theory and Practice, edited by Wendy Gunn, Ton Otto, and Rachel Charlotte Smith, 199–215. Bloomsbury Publishing, 2013.
Clark, Brendon, and Melissa Caldwell L. “Design Anthropology On the Fly: Performative Spontaneity in Commercial Ethnographic Research.” In Design Anthropological Futures, 169–82. London ; New York: Bloomsbury, 2016.
Lilja, Niina, Arja Piirainen-Marsh, Brendon Clark, and Nicholas B. Torretta. “The Rally Course: Learners as Co-Designers of Out-of-Classroom Language Learning Tasks.” In Conversation Analytic Research on Learning-in-Action, edited by John Hellermann, Søren W. Eskildsen, Simona Pekarek Doehler, and Arja Piirainen-Marsh, 38:219–48. Educational Linguistics.
Lawrence, Jill, and Brendon Clark. “Building Alignment and Sparking Momentum with Tangible Future Scenarios – Dimensions.” Design Management Review 29, no. 2 (2018): 20–25.
]]>As many Universities need to quickly move their learning online during the current coronavirus crisis, we have received many questions about our remote and virtual laboratories. This blog collects together useful information about our OpenSTEM Labs and provides links to online resources.
This blog post is a working document – check back here for updates.
The OpenSTEM Labs are the Open University’s remote and virtual laboratories that we use to deliver practical, hands-on learning to our distance learning students. The mission of the OpenSTEM Labs is to give students access to real experiments, using real data and in real time, wherever they are. We provide a mix of remote experiments that allow students to control real equipment remotely, and onscreen (or virtual) experiments where students engage with real data in a simulated environment. Students interact with the all experiments via a web browser. The OpenSTEM Labs have been developed over the last 10 years with support from the Wolfson Foundation and the Higher Education Funding Council for England. We have developed more than 100 experiments in subjects from life sciences and chemistry, to physics, astronomy and engineering.
You can read more about the OpenSTEM Labs here.
Onscreen activities:
We provide free access to some of our onscreen activities. These activities allow students to engage with real data, but do not rely on physical equipment and are scalable to large numbers of users. Click on this link to register for a free account that will allow you to try the activities.
Free activities include:
Remote Laboratories:
We are currently offering free access to some of our remote laboratory experiments. These experiments use real equipment located in our labs, and therefore have limited capacity that is managed using a booking system. You can visit a showcase page to access our free remote laboratory experiments here. The showcase page provides short taster exercises and instructions on how to register for a free account to try the experiments for yourself. The experiments available on the showcase page are:
Access to these experiments is currently free, but is subject to availability. Access will be reviewed after 31st July 2020.
Working with us
If you are interested in using any of our remote laboratories or associated teaching materials in your courses in the future, please get in touch at [email protected].
Remote facilities include:
Further information
You can find more detailed information about our pedagogy and the development of some of the OpenSTEM Labs activities in the following papers:
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