WED: Motivating Learners: Using video for Learning and Teaching (Lesley Hamilton)
Cloud created by:
7 January 2016
Theme: Innovation | Format:Multimedia/Demonstration
In this presentation an innovative, interactive tool guide entitled “Motivating learners: using video for learning and teaching” will be demonstrated. This interactive tool guide, developed as an open educational resource and licenced using Creative Commons will enable and empower tutors to create different types of video. The resource has been designed and developed using the Xerte Online Toolkit (version 3) to incorporate a scenario based approach which aligns learning goals to the type of video which is best for achieving that particular learning goal. Furthermore, this resource is designed to facilitate workshops as part of either a blended or e-learning short course or as a stand-a-lone reference tool guide.
In recent years we have seen a marked rise in the use of video in education. Salman Khan’s video ‘Let’s use video to reinvent education’ (Khan, 2011) describes how video can make a difference in teaching and learning whilst many university websites also list the pedagogical benefits (e.g. n.d. 2015a, Schols, 2009). If you are looking for ideas, then Phil Vincent’s blog article (2015) lists 10 ideas for using video, including:
- Recording content for the ‘flipped’ classroom model
- Recording interviews
- Recording introductions to courses
In his video, Khan (2011) promotes the use of the flipped classroom model (n.d. 2015b) where students can review lecture content at their own pace. This frees up time in class so that it can be used more actively to explore the subject more deeply. By facilitating video to utilise the benefits of the ‘flipped’ classroom model, pedagogically learners can employ learning strategies that are active rather than passive. That allow for learning in a social context (Brown etal., 1989) as well as a situated context (Lave, J. and Wenger, E., 1991).
Anecdotally, tutors within my institution have often stated that they wish to incorporate video use within their course but don’t know where to start. They often quote the following options as barriers to their use of video within their courses:
- No time to learn how to record video and use editing software
- They don’t know where and how to use video within their courses to best effect
- They worry about the quality of the video
In reality, however, the prevalence of video capture devices such as webcams, Smart phones, tablets and flip cameras means that anyone with little or no experience of video recording can record good quality video. Moreover, recording/editing software available on desktops as well as tablets have been designed to be more intuitive giving the user more options than before to apply edits and effects such as quiz questions and annotations.
To alleviate these barriers and possible recording set-ups for particular situations, the Xerte Learning object produced will contain within it the following project outputs:
- A scenario based pedagogical framework which will help tutors select their learning goal and view suggested video options and ideas to achieved that goal
- Workflow guidance with ‘how to’ video tutorials
- IPR/Copyright signposting
- Accessibility guides
Brown, J.S., Collins, A. and Duguid, P. (1989) ‘Situated cognition and the culture of learning’, Educational Researcher, vol.18, no.1, pp.32–42 [Online] Available: http://www.jstor.org.libezproxy.open.ac.uk/stable/1176008 (Accessed 10 December 2010).
Khan, S. (2011) Let’s use video to reinvent education. TED [Online] Available: http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education (Accessed: 2 January 2016)
Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge, Cambridge University Press.
n.d. (2015a) Pedagogical benefits. The University of Queensland, Australia [Online] Available: http://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html (Accessed: 2 January 2016)
n.d. (2015b) “Flipping” a class. [Online – website] The University of Texas at Austin Learning Sciences. Available: https://learningsciences.utexas.edu/teaching/flipping-a-class (Accessed: 3 January 2016)
Schols, M. (2009) Potential Pedagogical Benefits and Limitations of Multimedia Integrated Desktop Video Conferencing Technology for Synchronous Learning. International Journal of Advanced Corporate Learning. Vol. 2(4), pp 4-8 [Online] Available: http://online-journals.org/index.php/i-jac/article/view/985/1132 (Accessed: 3 January 2016)
Phil Vincent (2015) 10 Ways to Use Video in Your Teaching [Blog] Available: http://blog.yorksj.ac.uk/moodle/2015/10/16/10-ways-to-use-video-in-your-teaching/
Moodle Tool Guide
- Adapted from Joyce Seitzinger's "Moodle Tool Guide for Teachers" (PDF) version
- Interactive Moodle Tool Guide - online interactive version of the flat PDF
11:27 on 11 February 2016 (Edited 11:38 on 11 February 2016)
Resources under development
- Video Tool Guide (PDF)
- Xerte learning object: "Motivating Learners:Using video for learning and teaching"
22:18 on 24 February 2016 (Edited 10:09 on 1 March 2016)
Theme: Innovation | Format: Multimedia/Demonstration
22:25 on 24 February 2016