Okay, so we have another question about video. And the question is, what are different approaches to using videos in online courses, and which are most effective for different purposes? And that's by Ky, so thank you very much for asking that question. And he's really interested, he or she, I apologize, really interested in how to use video in different ways to promote engagement in a course. >> Okay, so first of all, I really like the question, because it's asking about engagement. So you can have all sorts of different types of videos. And it was mentioned in the question too. It could be a demonstration, a screencast, a video of a panel discussing something, or even a lecture. So there's a few things to keep in mind. One would be the length of the video. I think, that golden length of 8 to 12 minutes or something like that- >> I've heard five to seven. >> Or even five to seven, keeping it short or as short as it can be for a segment, is really important. Because you do tend to lose students early on. Actually, one piece of research I recently read was looking at how much of a video students were watching. And they actually found that there's a video that could be, say, 60 minutes plus versus a video that's, say, 15 to 20 minutes, and the length of time students would watch the 60 minute video was really, they were only watching the first 15 minutes or something like that. So keeping it short. >> We'll check that on this video later on. >> [LAUGH] Yeah. >> [LAUGH]. >> That too. But also, when you're putting the videos in your course for students to look at, you need to make sure the purpose of it is clear for them so they know why they should be looking at the videos. And making that activity of watching a video more active as opposed to a passive experience. So whether that would mean asking them to watch a video, giving them some prompt questions about the video and then asking them to discuss some of those questions in the discussion forum, perhaps, or getting them to then post some comments about the video on a wiki. Or even just to note down some of those comments, and then that you discuss it in class. In a blended environment, for example, so they watch the video beforehand, but you ask them prompt questions so that watching the video is not just a passive experience that they do while they do other things, but actually being more active. >> And I think the thing, one engaging possibility with video is, it doesn’t have to be the one teacher producing the content, because there are a lot of really good OER out there, open educational resources. Module six, I believe, talks about that. So it's really an opportunity to have different voices coming in as well. So I think it's about choosing the length, yes, and using it as an opportunity to bring great content from elsewhere that you can't produce yourself. And also other ways of using it. I've seen teachers use it for feedback. So I work in art and design, for example, and so students are actually doing drawings. And I've seen teachers actually correcting things and giving that as a form of feedback, because it's a lot richer than text if you're looking at visual content. And there's an app or a website called VoiceThread, which many people have heard of and used. That's really interesting, because it allows you to have a conversation using video. So you can have a group of people and a piece of work, and you can leave video or audio comments on that piece of work so that you can have that kind of replication of engagement amongst a group as well. So there's many different ways you can actually use it, as long as you consider that it's fit for purpose. >> Exactly. >> I guess. >> And making it clear to the students what the purpose is behind it. >> Yeah. >> As well.