A presentation given at Thai Cyber University International e-Learning Conference 2017

1. Video Lectures and Higher Order Learning: Friends or Foes in
MOOCs
Dr. Suwichit Chaidaroon
suwichit@gmail.com

2. Five “R”s for engaging the Millennial (Price, 2009)
1. Relevance
2. Rationale
3. Relaxed
4. Rapport
5. Research-based
methods

3. 1. What was the last video clip that you watched on YouTube,
Vemeo, or other social media platforms that really captured
your interests and provided you with insightful
information?
2. What were the elements in that video clip that captured
your attention?
3. What were the elements in that video clip that made you
learn new information effectively?

6. Think of one video lesson you plan to create.
Write an objective of that video lesson.
What is it that you want the students to
achieve after watching your video?

7. Three Types of Instructional Videos-
Each type can be used to engage students in
higher order learning

8. 1. Videos that teach concepts

9. Encouraging Higher Order Thinking (Collins, 2014)
● Teach skills through real-world contexts
● Vary the context in which student use a newly taught skill
● Emphasise the building blocks of higher-order thinking
○ Build background knowledge
○ Classify things in categories
○ Arrange items along dimensions
○ Make hypotheses
○ Draw inferences
○ Analyse things into their components
○ Solve problems
● Encourage students to think about the thinking strategies they are using

10. Pedagogic Design Principles for Instructional Videos (Koumi, 2015)

11. 2. Videos interviewing experts or panels

13. 3. Videos that guide students through
assignments & provide feedback

15. References
Bloom, B., Krathwohl, D., & Masia, B. (1984). Taxonomy of educational objectives. New York: Longman.
Collins, R. (2014). Skills for the 21st Century: Teaching higher-order thinking. Curriculum & Leadership Journal, 12(14). Retrieved from
http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html?issueID=12910
Koumi, J. (2015). Learning outcomes afforded by self-assessed, segmented video-print combinations. Cogent Education, 2(1).
http://dx.doi.org/10.1080/2331186x.2015.1045218
Price, C. (2009). Why don't my students think I'm groovy?: The new "R"s for engaging millennial learners. Teaching Professor, 23(7), 1-6.
Thank you!
suwichit@gmail.com