![]() It just means it’s been approved for use on various platforms. ![]() The simplest solution? License copyright-cleared music.Ĭopyright-cleared music isn’t copyright-free (a common misconception). So, even if you’re just sharing a photo slideshow of your nephew’s bar mitzvah (mazel tov!) on Facebook, your video may be removed if it contains protected music. And here’s the kicker: This applies for both commercial and personal use. If you violate these policies, your video may be removed or monetized through ads (to pay the copyright holders). To adhere to copyright laws, all major video platforms - including YouTube, Facebook, Instagram, and Vimeo - enforce certain music policies. But in reality, it’s usually not that straightforward. In a perfect world, you’d be able to add any song you want to your video. A critique of Fleming’s VAK can be found here and a critique of Honey and Mumford’s theory can be found here.Fed up with iMovie? Discover free online video editors that are easier to use - no downloads or payment required. Chapter 1 of Pedro de Bruyckere’s book ‘Urban Myths’ is an excellent summary of the research. People like Pedro de Bruyckere, Wil Thalheimer and I have been talking about this for decades. This includes individual studies, systematic reviews and books. ![]() We have 35 years of evidence against learning styles. If you categorise children as VAK or adults to Honey and Mumford or any of the other dozens of learning styles theories, and yes there are dozens, you’re doing learners a disservice. Worse still, is to apply this theory in practice. To believe in learning styles is to believe that the sun goes round the earth or that the earth is flat. Learning styles do not exist - let me repeat – learning styles do not exist. The fact that it has persisted for so long is a damning indictment on our professions, practices and professional bodies. The academic workload per student reached, spread over multiple years, is much lower than for traditional courses.įor me, this is a touchstone issue. The same applies to video content created for in-person classes. While it is a lot of work producing a fully online course, once it is made you can easily use it many times for different audiences. I find filming is much easier if you do a whole bunch of separate five minute videos, as I can usually avoid stuffing up for that long. I prefer something in the middle where my co-presenter and I have a detailed idea of what we want to cover, but apart from the first line we don’t use a script. ![]() Some like to talk fully scripted, others like to improvise. Videos are more compact than in-person lectures: the content of a 50-minute lecture can be covered in about 15 minutes of video footage, which fits with the audience’s attention span without becoming tedious to watch.Įverybody has a different style when recording video: some prefer to talk straight to the camera, while I prefer to have a conversation with a colleague as to me it feels more natural to explain things to someone who is physically there. Creating a pre-recorded video interview with an expert allows them to be part of your class for future editions of your course. I’ve also used ‘video pre-labs’ to prepare students for in-person labs. I’ve had success with recording worked example videos using a tablet and whiteboard – demonstrating the basics that someone might be too embarrassed to ask about. Within an existing in-person course, adding some ‘videos classes’ can also be very worthwhile. Pre-recorded video in traditional classes
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