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Bonj is the course author for LARCH 60, Cultural History of Designed Places, having taught the course for many years previously. Bonj's lecture videos feel much closer to what you experience with an excellent tour guide. Her expertise and enthusiasm are evident throughout, as she smoothly guides you through her carefully chosen visuals. Preferring to remain offscreen, her approach here is to narrate  while presenting in PowerPoint. The presentation is captured in real time by the computer as a video. See our commentary below and the annotations in the videos themselves.

Video 1 of 2
Jefferson's Decisions & Monticello

Commentary on the Video as a Whole

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Given the quantity of visuals required, and the frequent need to direct student attention through signaling cues, video was a fitting approach. At just under 13 minutes in length, the duration is slightly (but not overly) long. Similar to Peter Aeschbacher, the lecture is carefully planned and sequenced, with narration written to be spoken, no extraneous content, and features timely presentation of new visuals planned in advance.

Additionally, Bonj models a natural delivery with a good rate of speech and inflection. This video strongly follows Cognitive Load Theory, fosters student engagement, includes a solid design for active learning, and exemplifies excellent content planning, slide creation, and lecture recording.

In examining Monticello, Bonj's instructional goal is for students to view Jefferson's design as the product of his attempt to create a unique design style reflective of the new nation. Her strategy is to trace his use and adaptation of Roman architecture and the English Landscape School to arrive at an entirely new American style.

Bonj's strong student engagement stems from two sources. The first is found in the video itself. She is a natural storyteller who knows exactly where she wants to take you. What she chooses to show is fascinating; she uses graphic overlays, text, and other visual cues to constantly guide the viewer; and her narration is excellent in maintaining interest.The second source is too rarely seen. Consistent with the guidelines to maximize student learning (see Brame's design for active learning), every LARCH 060 lecture is associated with one or more Check Your Understanding questions. These "no stakes" interactive questions allow students to test their understanding, providing useful feedback to direct student interaction with the video.

Best Practice Guideline Example 1 Example 2 Example 3 Example 4 Example 5 Example 6
Scripting 0:00 3:45 4:36 12:19 - -
Grab Student Attention 1:40 3:26 6:46 - - -
Complementary Visuals 0:23 5:51 9:02 11:14 - -
Narration and Timing 3:18 4:11 - - - -
Signaling & Modality 1:58 2:32 3:59 6:54 7:51 9:39
Multiple Aspects 0:58 2:20 2:54 - - -
Improvement Possible 8:09 - - - - -

Before proceeding with additional lesson content, check your understanding using the question(s) below. If you answer incorrectly, be sure to read the feedback carefully ; follow the guidance offered there to review efficiently and then try the question again.

Video 2 of 2
Versailles

Commentary on the Video as a Whole

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This is a well-planned video. The scripting is polished and carefully thought through. The visuals chosen and the extensive visual and verbal signaling throughout serve to guide students efficiently. With a duration of 16:58, the length is beyond the recommended guideline. The video would benefit from being chunked into two parts. The 3D video resource on Versailles is not merely tacked on, but smoothly incorporated into her narrative.

Bonj models a varied and effective delivery here, maintaining interest with variations in pace, emphasis, tone, and style. Versailles itself is visually sumptuous, and Bonj does it justice with an abundance of quality visuals that serve her instructional purpose well. Note the elegance of the transitions, the precise timing of visuals, and particularly the excellent signaling and narrative guidance throughout.

In exploring Versailles, Bonj's instructional goal for students is that they connect Andre Le Notre's design approach with Louis XIV's priorities, worldview, and intended messaging to his subjects. Her strategy is to take students on a virtual tour of Versailles, not only to experience this colossal Baroque chateaux, but to appreciate the societal impact of the decadent extravagance of an absolute monarch.

A number of factors work in tandem here to foster strong student engagement. The incorporation of the commercially-produced Versailles 3D video is fascinating to watch and is a great example of how external resources can augment learning. The frequency of visual changes and the pacing of the presentation maintain engagement. The storytelling is masterful, with a main narrative enhanced by well-chosen details and stories (like the Machine of Marly) that are very compelling and memorable. Lastly, the two Check Your Understanding questions help students connect the design features at Versailles with their significance.

Best Practice Guideline Example 1 Example 2 Example 3 Example 4 Example 5 Example 6
Scripting 1:33 1:44
Grab Student Attention 3:19 12:51
Complementary Visuals

0:03

0:50 8:39 9:14 12:02 15:54
Conversational Style 2:28 7:40
Leveraging Verbal Skill 3:51 9:39
Signaling & Modality
4:10 10:21 10:34 14:45 15:36 16:11
Matching Modality 1:11
Narration and Timing 2:49 8:00 9:59 10:59
Primary Audience 4:21
Multiple Aspects 2:36 16:26

Before proceeding with additional lesson content, check your understanding using the question(s) below. If you answer incorrectly, be sure to read the feedback carefully ; follow the guidance offered there to review efficiently and then try the question again.