Video in Teaching and Learning- Part 2
Written by Rebecca Ng and Janene Harman, ANU Online
Welcome to Day 10, Integrating video into your teaching. We know that video can be a great teaching tool but you can maximise its effectiveness by using it in conjunction with other learning activities such as quizzes and forums. In doing this, students will be more directed and focused when watching the video as they are required to actively engage with its content. If you plan your video not just as a standalone item but as part of a group of activities, it will help you design a more integrated course.
Storyboarding activities and videos needs to be part of your planning process. Think about the learning outcomes you want to achieve: What is it you want students to know from the content you are delivering in a video? You can find some of these guidelines in one of our previous coffee courses: Enhancing your lectures
How to get students to watch your video?
One of the big issues with video is that you can spend time creating and putting together something great that delivers the content but it doesn’t necessarily translate to viewership. Results from various research have been inconclusive as to whether videos and lecture captures enhance teaching and learning or are even watched by students (See Part 1; O’Callaghan et al., 2015; Woolfitt, 2015; McKee, 2014). Some well-received courses only showed students watching an average of five hours of lecture capture per term – indicating that students picked and chose sections to view rather than watching these videos in their entirety (Grumett & Appleby-Donald, 2016). So how can you stimulate students to watch your video?
Some useful tips are:
- Keep your video short (6 minutes or under) and focus on key points. Break information down into small, bite-sized pieces – better to have a number of short, chunked videos rather than one long video!
- Conduct a short quiz after the video
- Ask questions in the video and direct students to discuss them in a forum
- Set short tasks or activities within the video for students to do – e.g. collect articles on a topic and share them with the class, tell them to pause the video and post their ideas a forum, do a poll or quiz, etc.
Other strategies for overcoming this problem can be found in part 1 of this coffee course.
Embedding video into learning and learning designs
Many of you use your local learning management system (LMS) – e.g. ANU uses Moodle – to house your lecture content. Often this is in the form of PowerPoint presentations, lecture material, lecture recordings, quizzes, forums and so on.
You may, however, choose to embed your videos directly into forums, quizzes or other online presentation tools. In this example, I’ve used Sway, an Office365 tool, to embed a video followed by a quiz (using Polleverywhere). Please note that the content within this video is not relevant to this course.
Here are some examples where videos have been embedded with various activities:
In this case, I’ve embedded a twitter feed with a dedicated hashtag related to the video:
Massive Open Online Courses (MOOCs) often have lessons that are taught using videos followed by online discussions and quizzes. Here’s an example:
This article has a number of different ideas to help move beyond passive viewership such as setting up accompanying chatrooms alongside videos, running virtual classrooms, etc.: How to move beyond lecture capture: pedagogy guide
Other tools and techniques:
There are a few other tools that you can use to integrate your video with activities.
Verse/Kaltura/Articulate – Some video players and software (most require a subscription though) have in-built interactive elements such as quizzes or menus and can usually be embedded into your LMS site (e.g. See the University of Queensland Kaltura guide). Here is an example of to make an interactive video with quiz in Kaltura.
Echo360 Active Learning Platform (ALP) – Many universities in Australia, including ANU, have subscribed to Echo360 ALP. At the ANU, it is scheduled to be released at end of this year and will be used campus wide from the start of 2018. While ALP will continue to carry the traditional Echo360 lecture capture function, it will house a suite of interactive features that can be integrated such as quizzes and interactive slides.
While the task of integrating videos into a course may require more work and planning than you initially thought, the results of good integration may also enhance teaching and learning experiences and create long term efficiencies.
Here’s a great article that sums up today’s coffee course: What Makes an Online Instructional Video Compelling?
Reflect on best practices discussed with using videos as part of teaching. Considering the course and students you teach, do you think these best practices are relevant? Why/Why not? How have/would you integrate videos with activities?
Join us for a face-to-face session today!
Please register if you would like to come.
Friday, 8 September, 12-1pm, Chancelry Building #10, 10 East Road – meet in the Lobby
We invite you to a hands-on session where you can learn more about and practise presenting on camera in the SCAPA Professional Media Studio. Jamie Kidston from SCAPA will also be on hand to share his tips. Please RSVP to: Karlene.firstname.lastname@example.org if you are able to attend. View the campus map for directions.
- eLearning toolkit: https://teaching.wikit.itu.dk/eToolbox
- Effective video for MOOCs: Effective Video for MOOCs by EDUCAUSE
- Audio recording on Using Video Resources to Engage and Stimulate High-Level Thinking (conference proceedings – 43min): https://events.educause.edu/annual-conference/2009/proceedings/using-video-resources-to-engage-and-stimulate-high-level-thinking
- Case studies: http://www.videoaktiv.org/fileadmin/template/main/cases/gcu/Video_Active_Case_Studies.pdf
Grumett, D. & Appleby-Donald, E. (2016). Does lecture capture enhance learning?, Teaching Matters at the University of Edinburgh, retrieved on 30 August 2017 from http://www.teaching-matters-blog.ed.ac.uk/?p=526
McKee, D. (2014). What happens when students can choose between videos and in-person lectures, Teach Better, retrieved on 30 August 2017 from http://teachbetter.co/blog/2014/11/24/video-vs-in-person-lectures/
O’Callaghanm F.V., Neumann, D.L., Jones, L. & Creed, P.A. (2017). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues, Education and Information Technologies, 22(1), pp. 399-415.
Woolfitt (2015). The effective use of video in higher education, Lectoraat Teaching, retrieved on 30 August 2017 from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf