One-minute experiments

“One-minute” experiments (OMXs): Definition

By "one-minute" experiment we mean the shortest possible video content or presentation that illustrates and / or explains the phenomenon, theoretical concept, physical law, laboratory exercise, technical solution, principle, or conclusion in an efficient and clear, experimentally supported manner.

The "one-minute" experiment should address important educational content in terms of clarifying basic learning objects, visualizing teaching content, or demonstrative support in teaching. These video-multimedia content may include

1. Mini-lessons

2. Video clips of experimental realizations

The mini video lesson should replace the representative presentation of the teacher, who uses digital technology and all the help of multimedia tools, including augmented (AR) and virtual reality (VR), in the shortest possible time (up to 3, 5 or 10 minutes), explain the important teaching contents in the most efficient way possible.

The mini-lesson deals with the multimedia clarification of the selected term from the dictionary of important terms of the teaching content, and according to the specifics of the subject teaching content, uses an adequate environment, tools and pedagogical methods to address the user of learning process as representatively as possible.

Mini lessons can be interpreted as basic elements or "puzzles" of future intelligent teaching tutors, or as basic elements of the dictionary of important concepts of teaching content, which can often be used independently in different educational contexts.

Video clips of experimental realizations should replace teaching units of demonstrative laboratory exercises in the most efficient way possible. The video content should be complete with all relevant information, while respecting all ethical, legal, and scientific-educational norms of experimental implementation and its video presentation.

This document deals with the systematization of good practice criteria and recommended standards that should contribute to improving the quality of content in this area of digitalization of education.

DESCRIPTION OF ACTIVITIES

Between 25 and 50 (and our expectation is significantly more) reputable video examples of representative experiments in the education of chemistry, physics, engineering sciences will be published during the implementation of the project. Virtual reality, augmented reality and video production in the creation of open educational content is an important research topic covered by this project, and which is dealt with in more detail by the University of Tartu than other partners of the project consortium. "One-minute" in the title should emphasize the intention and imperative that video content be as short, effective and tailored as possible to be fully viewed and used by as many potential users of very different prior knowledge, needs and interests. The short video content is very demanding, because it is necessary to knowingly create a scenario for performing the experiment, point out the educational outcomes, and properly carry out the experiment itself and its video production. The organization of the repository, its searches, the organization of relevant links to other educational content, as well as the organization of visibility to potential users, are also issues that will be addressed.

In the narrative part of the project application, an example of the presentation of the anatomical atlas https://www.youtube.com/watch?v=BSjWYF9P6Pc is highlighted - which includes elements of video presentations with augmented reality included, and which advertises a commercial product https: //www.visiblebody .com / anatomy-and-physiologyapps / human-anatomy-atlas. We also have an example of the use of augmented reality and short video content in the construction of modern textbook editions https://www.youtube.com/watch?v=1EzPJ2cr5fI (University of Kragujevac), or an example, not quite technically representative video demonstration of an abstract theoretical concept transient dynamic processes https://www.youtube.com/watch?v=cBVfc3Gwv1Y. This clip is a great example of useful application of video content within the ex-cathedra of teaching approaches. Demonstration laboratory teaching in the laboratory space would not bring better knowledge outcomes and would lead to higher consumption of total resources. This would be even more obvious for experimental phenomena in chemistry teaching, which require a significant duration of the experiment.

Thus, the “one-minute” video contents of educational experiments will to a large extent represent open elementary contents of education that can be used as elements of more complex teaching contents and different teaching methodologies.

The target group of potential users is very wide, as well as the possible orientation and coverage of "one-minute" video content of educational experiments in engineering and natural sciences. The target group includes students and teaching staff in the fields of natural and engineering sciences, government officials and experts in education policy and development, textbook publishers, management of higher education institutions, but also all other interested individuals from the wider community who will have access to the repository of representative open educational “one-minute” video resources.

Each of the academic partner institutions will produce 5-15 reputable video examples of experiments in education and stimulate the production of more video content within their institution, according to established standards. The initial content proposed for publication in the repository will be the basis for the development of a discussion on the standards and mechanisms to be applied to ensure the adequate quality of the published content. Hence, the creation of initial video content will be organized in waves between the conducted analyzes and the harmonization of standards and mechanisms between the partners. As a partner, CogniPix will be advisory and to some extent provide technical support to the Serbian part of the consortium in order to achieve excellence in technical production. The University of Tartu has the competencies that will enable the recording of effective video content with augmented reality included (which can add special use value to the elements of the repository (see a possible example of use from the University of Kragujevac https://www.youtube.com/watch?v=1EzPJ2cr5fI) The National University of Distance Learning in Madrid has many experiments in the function of VEB-Laboratory and specializes in distance learning technology. Serbian universities: Singidunum, University of Belgrade, and the University of Kragujevac are a significant teaching base of Serbia that can provide adequate digital interpretation of representative laboratory content in the field of natural and engineering sciences.

As a result, the partnership of the institutions participating in the project should provide exemplary open educational resources published in a joint repository or joint network of repositories that combines the performance of the project site and its own software solution, a common YouTube channel of the project, and the EU open education repository https://www.golabz.eu

WEB APPLICATION TO SUPPORT REVIEW PROCESS AND DATABASE OF APPROVED VIDEOS