Why use video in your classes? Introduction to some concept or phenomena Demonstration of problem solving Illustration of a technique or approach Inclusion of alternative viewpoints or perspectives Evaluation of the source (the video content itself)

1. Professor Kristen Sosulski, Ed.D
New York University Stern School of Business
@sosulski ks123@nyu.edu kristensosulski.com

2. About Us
The Education Group @ The W.R. Berkley Innovation Lab partners
with the Stern faculty in the exploration of new models of teaching and
learning.
We partner with faculty and academic groups to advance the teaching and
learning activities within courses and programs through the purposeful use
of technology.
http://stern.nyu.edu/citl | ilabed@stern.nyu.edu | Tisch Suite 400

3. Introduction
• Many universities and colleges support faculty in the
development of robust video lectures. Short videos can
replace long lectures.
• However, how does one know if students are actually
watching the videos?
• The Education Group @ the W.R. Berkley Innovation Lab
evaluated several interactive video solutions.
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4. Why use video in your course?
Why use any resource in your
course?
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5. Why use video in your classes?
• Introduction to some concept or phenomena
• Demonstration of problem solving
• Illustration of a technique or approach
• Inclusion of alternative viewpoints or
perspectives
• Evaluation of the source (the video content
itself)
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6. When assigning a resource, what is the
expectation on the part of the student?
Example 1
Watch these three videos
(link 1) (link 2) (link 3) in
advance of class 3
Example 2
Watch these three videos
(link 1) (link 2) (link 3) in
advance of class 3.
As you watch the videos
consider the following
questions: Q1, Q2, & Q3.
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7. When assigning a resource, what is the
expectation on the part of the student?
Example 3
Watch these three videos (link
1) (link 2) (link 3) in advance of
class 3.
As you watch the videos
consider the following
questions: Q1, Q2, Q3.
Draft a one page summary of
your responses to the
questions.
Example 4
Watch these three videos (link 1)
(link 2) (link 3) in advance of class
3.
As you watch the videos consider
the following questions: Q1, Q2,
Q3.
Draft a one page summary of your
responses to the questions.
Submit your responses before
class 3.
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8. Use case #1: The black box
approach
Faculty distributes
video link to students
Students watch the
video
Faculty reference
video in class
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9. The educational challenges
• Preparation
• Understanding
• Integration
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10. How can we address these
challenges?
• Preparation  Required deliverable
• Understanding  Question / prompts / tests
• Integration  Discussion
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11. Use case #2: The transparent
approach Faculty
distributes video
link to students
Students watch
video
Students answer
questions in the
video
Faculty review
students
answers
Faculty address
student pitfalls
in class
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12. Imagine if we could gather insight their
preparation and understanding as students
watched the videos?
Interactive videos provide
1. opportunities for students to actively participate in the video
lecture by responding to question and discussion prompts
2. robust analytics that show data by student including
responses to questions, viewing time, date / time viewed,
3. the ability for students to rate the video and for faculty to
incorporate the results into their teaching, and
4. opportunities for students to comment and generate
discussion around the content and concepts viewed.
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13. Products reviewed
• Zaption
• eduCanon
• Edpuzzle
• Exaltive
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14. Our favorite is ZAPTION!
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15. HOW DOES IT WORK?
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16. How do students interact with the video?
• While a student is watching a
video, a question or prompt to
discuss the topic appears on
the screen, pausing the video.
• Students can then respond
appropriately, after which, the
video resumes.
• Feedback is provided to the
student based on their
response.
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17. Types of questions & prompts
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NumericOpen ended Multiple choice Check boxes Drawn response
Discussion

18. How do you know that students
have participated?
For each video, the
number of unique
viewers, the average
viewing time, and the
percentage of students
who completed the
questions is available
through Zaption’s
analytics interface.
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19. How do you know that students have
participated?
The professor can see the
average score, the
average number of “skips
forward” that the students
made during the video,
and the average rating
students gave the video
from one out of five stars.
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20. Can you see the data by student?
• Yes, in addition to summary
data, there are data that the
professor can view by student.
• The analytics provided by
student are powerful.
• For each student you can see
the response by question, the
question responses (with the
correct response highlighted,
and the distribution of answers
by the class.
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21. How I can use this data?
• Personally, I’ve used this data
to inform my weekly mini-
lecture. I put slides up that
show how well the class as a
whole did on the questions
asked in the video
• I am then able to customize my
lecture to address the
questions or the areas that
may need more clarification. It
also signals to students that I
am engaged in their learning
and monitoring their progress.
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22. USE CASE & EXAMPLE
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23. See an example of my Zaption video for
my data visualization course:
http://zapt.io/tftezb5a
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24. Design tips and next steps…
• Video type: Consider the purpose and
learning objective
– Demonstration, illustration, introduction,
example, etc…
• Length
– Videos should be kept to 3-5 minutes in
length.
• Questions
– By adding a few questions, you can see
how your students respond to your
questions and assess their response to
the information and concepts presented.
– Plan to ask ask at least 3 questions
throughout the video. Draft the feedback
for correct vs. incorrect answers.
• Feedback
– Provide feedback after each response
– Consider how you will incorporate the
student progress in your class discussion.
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25. How to
• Identify a video on YouTube or
create a video and post it on your
YouTube account.
• Create an account on Zaption
(zaption.com)
• Go to lessons > new lesson
• Enter video URL > Add this video
to a Lesson
• Add a lesson title
• Add your question and feedback
• Save and publish
• Send students the URL
Example:
• Video:
https://youtu.be/L5IbRPYCHks
• Lesson 1: Intro to Data Vis
• Question 1: What is data
visualization?
• Question 2: Select the elements
that can hinder learning.
• Question 3: how can this pie chart
be improved?
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26. Without these interactive components, it is impossible to gauge
whether the student has watched the video and responded to the
content. If a professor put effort in creating a video lecture , they want
students to watch it. Interactive video platforms like Zaption enables
faculty to build on the knowledge the gain rather than repeat it. By
using the analytics provided by interactive video platforms, faculty can
build on students’ prior knowledge and observe where they may have
struggled based on their responses to the questions embedded within
the video.
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27. Are there tools that you’ve tried to create interactive
videos? Share your comments on the blog post that
accompanies this presentation:
http://www.kristensosulski.com/2016/01/tools-for-
creating-interactive-educational-videos/
Also feel free to contact me on twitter @sosulski.
Questions? Comments?
Copyright 2016 Kristen Sosulski ks123@nyu.edu @sosulski kristensosulski.com