{"id":2606,"date":"2021-10-06T12:06:40","date_gmt":"2021-10-06T12:06:40","guid":{"rendered":"https:\/\/wp.infilon.net\/systemsthinking\/?page_id=2606"},"modified":"2021-12-28T06:28:44","modified_gmt":"2021-12-28T06:28:44","slug":"explainer-videos","status":"publish","type":"page","link":"https:\/\/wp.infilon.net\/systemsthinking\/explainer-videos\/","title":{"rendered":"Explainer Videos"},"content":{"rendered":"

[vc_row css=”.vc_custom_1633322218820{margin-bottom: 30px !important;background-color: #f8f8f8 !important;}” el_class=”sec11″][vc_column][vc_custom_heading text=”Explainer Videos” font_container=”tag:h1|text_align:left|color:%23800000″ google_fonts=”font_family:Muli%3A300%2C300italic%2Cregular%2Citalic|font_style:400%20regular%3A400%3Anormal” css_animation=”none” css=”.vc_custom_1640672911664{padding-bottom: 25px !important;}”][vc_custom_heading text=”Suitable for Steps 4, 5, 6, 7, 8, 10″ google_fonts=”font_family:Muli%3A300%2C300italic%2Cregular%2Citalic|font_style:400%20regular%3A400%3Anormal” css_animation=”none” el_class=”h22″ css=”.vc_custom_1633522020198{padding-bottom: 25px !important;}”] \n

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\n Duration <\/h5>\n

Minimum one hour<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \n \n

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\n Material Needed <\/h5>\n

(Smartphone) camera, paper, folio, colour pens, scissors, white table<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \n \n

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\n Group size <\/h5>\n

Not more than four<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \n \n

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\n Objective <\/h5>\n

To strengthen the scientific understanding of learners, the creativity as well their verbal skills.<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \n \n

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\n Description <\/h5>\n

<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \n [vc_column_text]The learning method focuses on creating a video to explain a complex topic. The specific character of an Explainer video is the narration of the topic while using simple drawings of the elements, fashioned as cut-outs, to illustrate the points made in the script. Learners may prepare such a video by arranging a (smartphone) camera over a white desk and recording the narration. One student may place the cut-outs of the elements on the table as the explanation proceeds and manipulate the cut-outs, if needed, to explain the points. The pictures appear and disappear according to the progress of the explanation.<\/p>\n

The learners will need to:<\/p>\n

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  1. Prepare an outline of how the video will run to explain their topic.<\/li>\n
  2. Prepare the script and the storyboard, that is sequence of the graphics or illustrations that will tell the story. They should try to make their narration crisp and keep the videos up to 3 to 4 minutes in duration.<\/li>\n
  3. Draw all the relevant elements of the topic on paper and then make cut-outs according to their shapes. (Students may also prepare a slideshow with these graphics).<\/li>\n
  4. Video record their explanation using the cut-outs.<\/li>\n<\/ol>\n

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    \n Contribution to Systems Thinking competence <\/h5>\n

    <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n \n [vc_column_text]The experience of developing the script and visuals helps learners to synthesize their learning and thinking and contributes to developing systemic competencies. In addition, the substantive content collected and communicated using this method adds to the learners\u2019 individual development.<\/p>\n

    EXAMPLES<\/strong><\/p>\n

    In the context of the systems thinking steps, learners may explain, for example:<\/p>\n