Using video effectively


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Using video effectively

  1. 1. Using video effectively
  2. 2. They can demonstrate complex processes or concepts in seconds They often can enhance student concentration during didactic lectures They can be used for revision purposes for both students and staff They are very useful for practical-based subjects Invaluable to distance learners They can also be used for students assessments and even feedback Why use videos in teaching?
  3. 3. Videos for educational purposes generally fall into 2 categories: 1. Education film – this is footage that has been recorded using actors or individuals in either a live demonstration or scripted scene/s 2. Lecture/Screen capture – the process of recording a live lecture (recorded with or without the lecturer being visible, or students being present) Types of Video
  4. 4. Whatever type of video used, you need to ensure that the requirements are justified and the desired learning outcomes are achieved. Although it can be used to alter the mode of delivery to aid student focus the use of video should be considered as a learning activity in itself. This needs to be kept in mind whilst constructing/amending your curriculum, and not seen as just a supplementary tool to ‘retro fit’ into lectures. To help with this JISC have the following recommendations… Using Video for Education
  5. 5. “Before viewing it is important to prepare students for what they are about to see and to introduce the broad topic. Any parts of the video that you believe will challenge students can be outlined at this time. Pre- viewing exercises such as brainstorms may help to focus attention.” Pre-viewing
  6. 6. “Continuous interruptions during viewing risk breaking concentration and should be avoided. However, students can be given simple tasks to carry out while watching a video which will help them to engage with the video's content. A balance has to be found which doesn't ask too much of students, but does help to keep them active. Predefined pause points may also act to engage students by eliciting opinions during the viewing process.” Viewing
  7. 7. “Many different types of activity might follow on from watching a video. Content might be used to begin a discussion, individual reports might be written from different perspectives or students could role-play further scenarios.” Post-viewing
  8. 8. There are 2 principle ways in which video can be delivered: Physical media – e.g. DVD, Blu Ray, Pen Drive which can be used in a lecture but incurs a cost if you require vast numbers of students to watch the same footage. Online – either by subscribing to an online video provider, or if you have created a video you can post it on a webpage to download or upload it to a dedicated streaming video service so that it can be viewed ‘on demand’ without the need for downloading first. Methods of delivery
  9. 9. Cardiff Player is Cardiff University’s online streaming video service. It removes the need for uploading the video files for students to subsequently download in order to view them. It works very much like ‘YouTube’ by playing them ‘on demand’ without the need (or ability) for others to download the video. This is especially useful for any self-produced video that you may not want copied or circulated. To continue tutorial on how to use Cardiff Player, please click on the ‘How to upload a video to Cardiff Player’ link in the menu on the left. Cardiff Player