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Case Study: Give a brief description of some real people and their
story of doing something interesting with Open Video related to your
module topic. Include for example why they chose to use Open Video
tools, or what the benefit was of using these tools, or tools created
along the way.
Hands-on: Introduce your task with a step-by-step guide. At the end
of the section, create a fun task for the user for them to test their
knowledge and reward them by restating what they have accomplished
and learned. If there are several Open Video tools that can be applied
to the task, feel free to create a chapter for each one.
Resources: Here is where you can go into detail about other resources
relevant to the module topic, including any further discussions or
explanations of pros and cons of using various options. Make it
interesting and add images, screenshots and visualisations!
Once you have created your module, please add it to
http://xmlab.booktype.pro/open-video-workbook/
or send it to :
openvideo@xmlab.org
MODULES FOR SELF-DIRECTED, NON-
LINEAR EDUCATIONAL PROCESSES
This workbook answers a call for resources which can be used to
encourage and facilitate Hackathons, workshops and self-study on
open video technology. If you are inspired by these resources and use
them as part of your learning or teaching, please contribute other
case studies and tutorials to this growing community of open video
educators!
In line with its commitment to peer-to-peer educational processes, the
Open Video Workbook is based on modules. Online display may call
for linear display, but modules stand on their own and can be
completed in any order, based on your interest.
All modules have the same structure: they begin with an overview of
terms & techniques so users can see educational objectives at a
glance, as well as the terms and techniques covered by the module. A
case study showcases a really exciting example of how an open video
tool has been used, providing a glimpse of the dynamic story of open
video and some of the individuals and communities behind it. Specific
tasks can be accomplished by using the suggested tool. Each section
closes by reviewing educational objectives, a list of related
resources, and attributions to sources used.
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