Dinsdag 11 november 2014 Sessieronde 1 Titel: Catching the wave of video teaching Spreker: Zac Woolfitt (Hogeschool Inholland) Zaal: Mees

2. Overview
1. Video impacting education
2. Research into ‘Video Teaching’
3. Results
4. Prototype
5. Conclusions

13. Masteropleiding Leren & Innoveren

16. ’Tipping point’
in education
(Greenberg & Zanetis, 2012;
Sonicfoundry, 2013)
Need for
professional
support
(Filius & Lam, 2009;
Stover & Vrees, 2013)

17. ‘Disconnecting the lesson’ (De Boer, 2013)
‘Zone of possibilities’ (Kereluik, Mishra, Fahnoe & Terry 2013)

18. (Biggs & Tang, 2011; Colvin Clark & Mayer, 2011)

19. (Mishra & Koehler, 2006)

21. Complexity of technology for teacher
Qualities of Video Teaching: Technology complexity vs. teacher visibility
TV/Film/
You Tube
Clip
Participate
in Webinar
Skype/Face
Time
Teacher
visible and
recorded
Live Lecture
Capture
(teacher/ flip
cam or
technician)
Unadjusted content Adjusted content, specially
planned, re-scripted
Web
lecture
(studio
Rec.)
One shot, no edits Post production, editing, green
screen,
Instruct
ional
video
Visibility/presence of teacher as on screen teaching presence
One shot, no edits Structured, scripted, post
production
Film/
Docum
entary
Simple production Multiple actors, location, complex
pre and post production
Teacher
not visible
& not
recorded
Teacher
visible
& not
recorded
Screen Cast
Virtual Classroom
(recorded or not recorded)
Teacher
recorded
but not
visible
Slide cast
Know-ledge
Clips
Woolfitt (2014)

22. Complexity of technology for teacher
Qualities of Video Teaching: Technology complexity vs. teacher visibility
TV/Film/
You Tube
Clip
Participate
in Webinar
Skype/Face
Time
Teacher
visible and
recorded
Live Lecture
Capture
(teacher/ flip
cam or
technician)
Unadjusted content Adjusted content, specially
planned, re-scripted
Web
lecture
(studio
Rec.)
One shot, no edits Post production, editing, green
screen,
Instruct
ional
video
Visibility/presence of teacher as on screen teaching presence
One shot, no edits Structured, scripted, post
production
Film/
Docum
entary
Simple production Multiple actors, location, complex
pre and post production
Teacher
not visible
& not
recorded
Teacher
visible
& not
recorded
Screen Cast
Virtual Classroom
(recorded or not recorded)
Teacher
recorded
but not
visible
Slide cast
Know-ledge
Clips
Woolfitt (2014)

23. Complexity of technology for teacher
Qualities of Video Teaching: Technology complexity vs. teacher visibility
TV/Film/
You Tube
Clip
Participate
in Webinar
Skype/Face
Time
Teacher
visible and
recorded
Live Lecture
Capture
(teacher/ flip
cam or
technician)
Unadjusted content Adjusted content, specially
planned, re-scripted
Web
lecture
(studio
Rec.)
One shot, no edits Post production, editing, green
screen,
Instruct
ional
video
Visibility/presence of teacher as on screen teaching presence
One shot, no edits Structured, scripted, post
production
Film/
Docum
entary
Simple production Multiple actors, location, complex
pre and post production
Teacher
not visible
& not
recorded
Teacher
visible
& not
recorded
Screen Cast
Virtual Classroom
(recorded or not recorded)
Teacher
recorded
but not
visible
Slide cast
Know-ledge
Clips
Woolfitt (2014)

24. Screencast Demonstration

25. Complexity of technology for teacher
Qualities of Video Teaching: Technology complexity vs. teacher visibility
TV/Film/
You Tube
Clip
Participate
in Webinar
Skype/Face
Time
Teacher
visible and
recorded
Live Lecture
Capture
(teacher/
flip cam or
technician)
Unadjusted content Adjusted content, specially
planned, re-scripted
Web
lecture
(studio
Rec.)
One shot, no edits Post production, editing, green
screen,
Instruct
ional
video
Visibility/presence of teacher as on screen teaching presence
One shot, no edits Structured, scripted, post
production
Film/
Docum
entary
Simple production Multiple actors, location, complex
pre and post production
Teacher
not visible
& not
recorded
Teacher
visible
& not
recorded
Screen Cast
Virtual Classroom
(recorded or not recorded)
Teacher
recorded
but not
visible
Slide cast
Know-ledge
Clips
Woolfitt (2014)

26. Live lecture capture demonstration

27. Complexity of technology for teacher
Qualities of Video Teaching: Technology complexity vs. teacher visibility
TV/Film/
You Tube
Clip
Participate
in Webinar
Skype/Face
Time
Teacher
visible and
recorded
Live Lecture
Capture
(teacher/ flip
cam or
technician)
Unadjusted content Adjusted content, specially
planned, re-scripted
Web
lecture
(studio
Rec.)
One shot, no edits Post production, editing, green
screen,
Instruct
ional
video
Visibility/presence of teacher as on screen teaching presence
One shot, no edits Structured, scripted, post
production
Film/
Docum
entary
Simple production Multiple actors, location, complex
pre and post production
Teacher
not visible
& not
recorded
Teacher
visible
& not
recorded
Screen Cast
Virtual Classroom
(recorded or not recorded)
Teacher
recorded
but not
visible
Slide cast
Know-ledge
Clips
Woolfitt (2014)

28. Web Lecture Demonstration

29. Video Teaching
Teaching via video in which the teacher plays
an active role, is visible and audible, is
recorded, and where the screen presence of
the teacher plays an important element in the
didactic process. (Woolfitt, 2014)

30. Research Question

31. Research Question
• What are the characteristics of
support to assist teachers in the
tourism team Inholland Diemen in
developing ‘video teaching’?

32. Sub Questions
1. Qualities of ‘video teaching’?
2. Functions of ‘video teaching’?
3. Our current ‘video teaching’
level?
4. What support do we need?
5. Opportunities in tourism course?

41. 7 major themes emerged
• Transition point between old/new teaching
• Interaction with (HBO) students
• Web lectures and teaching
• Improving by learning from inside/outside
• Content
• Technology and the teaching process
• The organisation, resources and support

42. Qualities of video teaching
Planned
Linear
Authentic
Intimate
Concise

43. (Guo, Kim & Rubin, 2014)

44. X

46. Functions of ‘video teaching’?
Engagement
Communication
Clarification
Practice
Repeating

48. Team ‘video teaching’ level
YouTube +++
Skype+
Web lectures -
Live lecture capture --
Screen cast --

49. Most preferred
Least preferred

50. Preferred format of support?
Workshop, training, web lectures
Handbook, scenarios, video instruction
Feedback, coaching, screen casts

53. V
T
P
C

57. Criteria for Prototype
• Small-scale training
• 2-3 staff + technician and trainer
• View five micro lectures to prepare
• Practice recording video teaching
• Watch (and be watched by) colleagues
• In-depth feedback and reflection

61. Further research
• Run workshops
• Improve prototype
• Scale-up
• Online, MOOC, broader reach

68. Selected sources
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (Fourth ed.). Maidenhead: Open University Press.
Colvin Clark, R., & Mayer, R. E. (2011). E-learning and the science of instruction; Proven guidelines for consumers and designers of multimedia
learning (3rd ed.). San Francisco: John Wiley and Sons. Retrieved from http://formulasi.googlecode.com/files/e-Learning.pdf
De Boer, J. (2013). Learning from video: Viewing behavior of students. Enschede: Ipskamp Drukkers B.V.
Filius, R., & Lam, I. (2009). Rapport evaluatie weblectures Universiteit Utrecht. Utrecht.
Greenberg, A. D., & Zanetis, J. (2012). The impact of broadcast and streaming video in education. San Jose. Retrieved from
http://www.cisco.com/web/strategy/docs/education/ciscovideowp.pdf
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Retrieved from
http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning.
Journal of Digital Learning in Teacher Education, 29(4), 127–140.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College
Record, 108(6), 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x
Sonicfoundry. (2013). Academic video at a tipping point. Madison. Retrieved from http://www.sonicfoundry.com/white-paper/academic-video-
tipping-point-preparing-your-campus-future
Stover, S., & Veres, M. (2013). TPACK in higher education: Using the TPACK framework for professional development. Global Education
Journal., (1), 93–111.

69. ‘Video Teaching’: An essential
skill for lecturers in the 21st
century
Onderwijsdagen Rotterdam – Nov. 11th
Brussels, Ministry of Education – Nov. 19th
Workshop Video Teaching
Inholland Community of Practice
http://www.scoop.it/t/technology-in-education-by-zac-woolfitt
Zac.Woolfitt@inholland.nl