Welcome to Day 1: Why use video in teaching?
For this course, we’re planning to practice what we preach, and will be using a bit more video and a bit less text in our blog posts. We’ve made all these videos ourselves, and will also share our methods and strategies for using different types of videos. Let’s get started with this introduction from Katie, Jill, and Crystal. (Closed captions are available if you click on the Play button and then the Closed Captions button in the controls at the bottom.)
In the video below, Katie will take you through the background of how and why video is being used in higher education for teaching. Take a look, and respond to the activity Katie mentions at the end.
What sort of videos have you seen used in university teaching and learning? What benefits might they have, or what drawbacks? Share your thoughts in the comments below. (We’ll talk more about how to record yourself in detail in future posts, but if you’re willing to give it a try, we’d love for you to record your response as a video.)
Affordances of video for teaching
Using videos instead of face-to-face lectures or online text has a few benefits that are helpful to consider. Koumi (2006) pointed to three key areas where video can add value:
- Cognitive value, by incorporating visual strategies;
- Experiential value, where viewers can see or experience things they might not be able to otherwise; and
- Nuturing value, by allowing students to see, connect, and engage with teaching staff by seeing and hearing them
We talked in our previous course on Engaging Students about how a quick video introduction can improve social presence and create engagement and a sense of community. Videos can also help manage cognitive load when delivering complex information, by allowing the viewer to pause, rewind, and re-watch.
Things to consider when using video
There are obvious drawbacks to using videos though. Video production does require special skills, and very few of us have any film training! To create videos you need access to equipment such as cameras, microphones, lighting, and so on. Even the most straightforward do-it-yourself methods often need special software and editing skills to create. There is a cost in terms of time and effort in order to produce video content. Not everyone has equal access to the technology, nor the specialised computer skills to use it.
Video production also creates new challenges in terms of accessibility and inclusion. We’ve talked extensively before about multiple means of representation as key to universally accessible learning. Having a video can assist some learners to understand the content, and it can be a barrier to others. Inclusive videos require closed captioning and/or transcription, which can be very time consuming to add. Students without high-speed internet can often struggle to watch videos online when they could more easily read text, as well.
In tomorrow’s post, we’ll look at the factors that make a video effective for learning and discuss how different types of videos can be used for your practice.
Production Notes on Today’s Video
As part of making the video process more transparent, we’re going to share some reflections on the videos we make and why. For the two clips above, our team filmed in the ANU’s One Button Studio in Chifley Library. To see behind the scenes of today’s post, take a look at this video. We also used an iPad with a free teleprompter app for the script. We then edited the original footage together using iMovie on a Mac. [Edited to add by request of Kerry in the comments] The whole process in the studio took about 30-40 minutes to film, and then another 20-30 minutes to edit and put on YouTube (and we are relatively familiar with video editing). We paid for a third-party service called 3PlayMedia to do the closed captioning.
How did you find the content for this course when presented in the form of a video, instead of text? In what ways did it help or hinder your learning on this topic?
Resources and Further Reading
- Burgess, Jean and Green, Joshua (2009). YouTube: Online Video and Participatory Culture. Cambridge: Polity Press.
- Hansch, Anna and Hillers, Lisa and McConachie, Katherine and Newman, Christopher and Schildhauer, Thomas and Schmidt, J. Philipp (2015). Video and Online Learning: Critical Reflections and Findings from the Field. HIIG Discussion Paper Series No. 2015-02. Available at SSRN: https://ssrn.com/abstract=2577882 or http://dx.doi.org/10.2139/ssrn.2577882
- Koumi, Jack (2006). Designing video and multimedia for open and flexible learning. Oxford: Routledge.