A question from Armani? Armani is part of a Sydney University group that's also doing the MOOC. And Armani's question today is asking about assessing videos, and in particular, if there's a less nuanced way when assessing videos. So we all are generally comfortable when we assess written work. But when it comes to videos, and in particular if the production quality is distracting, or not as good as you would expect, how would you go about assessing it? Would you even consider production quality as something that you would assess or not? Simon you want to have a go? >> Yeah, sure, hello from Singapore everyone, by the way. So we're actually living proof of video production quality today, because I'm in a hotel room and Negin is in her office, and we're using Google Hangouts to do this session today. I think there's a really important couple of points here. For me, yes, we want everyone in the MOOC to be looking at the story, and what the real message is in what's being communicated in the video. But at the same time, we're all very visual people and we can't help be affected by some aspects of production quality. So personally what I think, obviously we're not wanting everyone to be Steven Spielberg and do amazing special effects and that kind of thing. But I think there are some ways you can actually improve the production quality to lessen the chance that people will become distracted by it. So things like lighting, for example here in my room today, I've got a desk lamp just over here to try and take some of the shadow out of my face that's coming in from the window. Sound quality, trying to be as quiet as we possibly can, which is difficult sometimes. And even just the angle of the camera I think. So for example, I could do something where the camera is like that, and I'm talking to everyone which them a little bit uncomfortable. [LAUGH] Or we could actually try and find a more eye level kind of camera angle, and I think that really helps. >> I think so, as well though when you're assessing a video submission, not necessarily for this MOOC, but in general. You want to make sure the criteria's clear. So for some assessments for example, you might give students the option of submitting their response to the questions by a written form, or via video, which is what we've done in the MOOC actually. But when it is in that kind of a situation if you haven't clearly mentioned to students that production quality is something that's going to be part of the assessment, then I would say you're actually looking more at the content than the quality. So you're still looking to see if they've answered the particular questions that have been asked in the assignment, more so than looking at the quality. And I think in the forum question, in the post that was there, I think there was also a comment made in there, I think it was from Gee Ling. Who mentioned that it's almost like looking at the written quality or handwriting quality in a sense, when you're thinking about production, or when you're looking at the visual element. So while you might be assessing a written work and if you can't really read it, then it's the same thing with video, if you can't really hear it, for example. Then it would be much harder to assess, and that might be where that quality part comes in. >> Another good point is to really make sure that you know what you want to say before you start recording the video, so that it's as clear and succinct as possible. So that's another reason why people may get distracted when they're assessing, because sometimes listening to someone could be harder than actually reading the points down in text. So, be clear, be succinct, and yes we can ask people to just concentrate on content, but we are visual creatures and we will subliminally take in what something looks like. So, if you can reduce the chances of that happening it'll be better for you. And like Negin said, make sure that the criteria you have clearly state that you want people to be listening to the actual content itself.