Flipping a classroom commonly begins with moving content that would traditionally be delivered in a lecture into online videos that students watch before attending an active learning class. As this often means there are no more face-to-face lectures, incorporating video that features you presenting material is not only a great way to incorporate content but also provides a great way for you to connect to your students and provides a personal point of contact in your course, particularly if your course is totally online.
To start our discussion, watch this short video which covers some of the considerations and possibilities for using video for in a flipped classroom.
Online videos are different from lectures
A great benefit of flipped classroom and videos is that you are no longer tied to a face-to-face one hour long lecture in a classroom. You can experiment with styles and delivery in new ways. Evidence shows that shorter videos which are focused on individual topics, rather than a long, wide-ranging recording of a face-to-face lecture, are more engaging for students (Guo, Kim, and Rubin 2014). With this in mind, let’s discuss some options.
Types of videos
Different types of videos suit different disciplines or content: what works well for a history course won’t necessarily work for a physics course. Think about the type of ideas or concept you need to communicate to your students, and what type of video you might need to do to best capture that. Some ideas include:
- Film yourself explaining a concept or idea in a concise way.
- Record a screen capture of a website or a power point presentation while you explain it.
- Record a practical demonstration such as an experiment, case study or a field trip
- Record the writing of equations or problems while you explain and discuss it.
- Interview a guest expert
- Use as a discussion starter for an activity
- Weekly introduction to a topic
Tools for recording
There are an endless number of tools available for recording videos, from the webcam or camera in your mobile device to screen recording software to lecture recording platforms. At the ANU, Echo360 and Echo360 Personal Capture are offered to all staff.
Lecture Recording in Echo360
Echo360 is the lecture recording system installed in lecture rooms around campus. You can use this to capture existing classes and share them through the Echo360 block in your Wattle (Moodle) site, and you can edit the recordings to create shorter sections from a longer, face-to-face recording. Learn more.
Echo360 Personal Capture (P-CAP)
This new tool allows you to record yourself with a webcam, presenting or talking about a topic for example and allows you to record a screen capture as well as audio from your desk or laptop, and share it in the Echo360 block in your Wattle (Moodle) site. Learn more.
Commercial Screen Recording Tools
There are many commercially available tools, such as Camtasia (PC or Mac), Screenflow (Mac), or QuickTime (Mac) for beginners, and more advanced (and expensive) tools like Adobe Captivate. If you are interested in the options for screen recording, this article lists many systems and their pros and cons for educators.
‘Explain Everything’ is a great tool that you can use on your iPad or tablet to do screen captures. You may want to demonstrate for example how to solve a detailed mathematical problem. Once you have captured the screen recording you can download it as an mp4 and add it into your course.
Before developing your video you need to think about how it will be used in relation to assessment tasks, if applicable, and the activities or ‘ in class component’ you are going to use them with. If your course is completely online thinking about how you will incorporate activities or the ‘what will students do’ component, such as forum discussions and wikis.
Here is a lesson plan template from New York University (NYU) that you might find useful as a starting point
Some tips for creating videos
- Keep it short and to the point, aim for bite sized under ten minutes
- Think about your audience
- Avoid the ‘talking head’ throughout the entire video, incorporating images or PowerPoint slides or giving a virtual tour of a website will create a more interesting product.
- If recording from your desk, try and be somewhere quiet without background noise and distractions
- Have the room well lit
- Have any PowerPoints or websites open and ready to go
- Keep it simple!
Once your video has been produced and published you can then post it into your course site within Wattle and connect it with activities, such as a forum discussion, wiki or quiz, where students could then discuss the video, work collaboratively on a task or answer questions about it.
We have a comprehensive list of video guidelines here
Some advantages of using video in your teaching
- Caters to visual learners
- Students can watch at anytime and anywhere
- They can stop, pause and rewind to review and reflect on the content
Share your thoughts
We invite you to share your thoughts or experiences with using video in this way in the comments. Some other questions you might like to consider are:
A few ideas
- What types of video tools would be suitable for your classes?
- What concerns do you have about using video?
- What are some other advantages to using video?
- Do have an example of when you used video and how did it work?
Use the comments section at the top of the post to share your thoughts
Remember: If you are participating in the course for professional development at the ANU, you will need to write a short response to receive credit for this course.
Guo, P.J., Kim,J., Rubin, R., (2014). How video production affects student engagement: an empirical study of MOOC videos. Retrieved from https://groups.csail.mit.edu/uid/other-pubs/las2014-pguo-engagement.pdf