This document summarizes a workshop on using instructional videos in the classroom for teaching agriculture. It discusses the benefits of using videos, such as increasing student motivation and helping students understand complex topics. Examples are provided of different types of agricultural videos that could be used, such as demonstrations, simulations, and student-generated videos. Ways videos could be incorporated into the classroom are outlined, including flipping the classroom where videos are viewed outside of class. Guidance is offered on selecting appropriate videos and engaging students through activities after viewing videos.

1. Workshop on Use of Instructional
Videos in the Classroom
6-7 February 2020 - NICA
From Classroom to Farm: Teaching Agriculture Practically
Wim de Boer

2. Reasons for using video
• For the student:
– Increases motivation and enthusiasm
– Helps understand complex information
– Enhances comprehension and discussion
– Reinforces reading and lecture material
• Better understanding:
– Supports diverse learning styles
– Support for “multi-modal” learning
– Enhanced “comprehension and retention of information”
• Promotes teacher effectiveness
• Develops digital literacies
review of the scientific research , https://www.safarimontage.com/pdfs/training/UsingEducationalVideoInTheClassroom.pdf

3. Examples of agricultural videos

4. Different ways in which videos can be
used for teaching and learning
• Demonstrations
• Scenarios and simulations
• Student conversations
• Student assignments
• Learner generated videos / Vlogs
• Flipping the classroom
• User generated videos

5. Different ways in which videos can be
used for teaching and learning
Lecture Capture - Flipped classrooms
• Type of blended learning
• Often outside the classroom
• As a preparation
• Activities are in the classroom
https://en.wikipedia.org/wiki/Flipped_classroom
https://www.washington.edu/teaching/topics/engaging-students-in-learning/flipping-the-classroom/

6. Activities with/after videos:
Bloom’s Taxonomy
inside.trinity.edu

7. Agri Vlog
• Let students make
a “journal”
• An Agri-Vlog
• I.e. for:
– Of their practical
work at the student
plots
– Of study visits
– Of school practice

8. Sources and ways of collecting instructional
videos for teaching and learning
• www.oerworldmap.org
• www.accessagriculture.org
• www.agtube.org
• www.agrilinks.org
• Youtube
• ….

9. Site Content Av.
length
Down
-load
#
videos
study.com/academy/co
urse/dsst-environment-
humanity-course.html
Ecosystems, Pollution , Food and
Agricultural Resources,
Environmental Sustainability
5 min no +/- 75
www.
accessagriculture.org
Quality videos on Crops, Livestock,
Aquaculture, Land Management,
Mechanisation, Business Skills and
Approaches
8 min Yes* > 150
www.agtube.org “you tube” videos on Crops,
Livestock, Aquaculture, Land
Management, Mechanisation,
Business Skills and Approaches
Yes ? n/a
www.watchknowlearn.
org/Category.aspx?Cat
egoryID=7414
i.e.: From Farm to Fridge; Harvest
of Fear; Khan Academy Lectures.
US/western context
3 min no 78
* Could be used in off-line site after approvement

10. Criteria for selecting videos
• It is related to the curriculum and
the objectives of the subject
• Length: it shouldn’t be too long…
• Video is attractive to look at and of
good quality
• It has strong, visually-rich
educational content
• It is organized in sections
• It provides meaningful examples
• Opportunities for students to carry
out individual thinking
• Opportunities for extension
Denning - Video in Theory and Practice

11. Suggestions when using…
• Keep videos brief and targeted on
learning goals.
• Use audio and visual elements to
convey appropriate parts of an
explanation; make them
complementary rather than redundant.
• Use signaling to highlight important
ideas or concepts.
• Embed videos in a context of active
learning by using guiding questions,
interactive elements, or associated
homework assignments.
https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/