Video Pedagogy
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A very short introduction to using video in teaching and learning for HEA STEM Pedagogies Workshop, 11 July 2016.
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Video Pedagogy
- 1. Video pedagogy Tim O’Riordan 11 July 2016
- 2. ‘How to Study‘ Coronet Instructional Films ©1946 Public Domain https://archive.org/details/0261_How_to_Study_E00470_00_39_40_00 Instructional Video 2 Video pedagogy
- 3. What’s special about video? Video pedagogy • 30 seconds • In pairs, discuss what video does that other media can’t do • List three key unique properties of video • Report back 3
- 4. Video is special… • Visual storytelling • Rich detail • ‘Real life’ examples1 • Conversational2 [1] Singer T., Seymour B., O'Doherty J., Kaube H., Dolan R. J. & Frith C. D. (2004). Empathy for Pain Involves the Affective but not Sensory Components of Pain. Science Vol. 303 no. 5661 pp. 1157-1162 [2] Nass, C. & Reeves, B. (1996). The media equation: How people treat computers, television, and new media like real people and places. Cambridge, UK: Cambridge University Press. Video pedagogy 4
- 5. How can you use video? • 30 seconds • In pairs, discuss how you can use video in your practice • List three ways you could use video • Report back Video pedagogy 5
- 6. Uses of video Substitute • copies of lectures available to download • lecture can be viewed remotely Supplement • additional material, notes, commentaries Creative • student productions • learner generated content Video pedagogy 6
- 7. What does a good video look like? • 30 seconds • In pairs, discuss what makes a successful video • List three key attributes of a successful video • Report back Video pedagogy 7
- 8. Successful video? • Hear it clearly • See it • Comprehend what’s being said • Be engaged • Be legal Video pedagogy 8
Hinweis der Redaktion
- Instructional films have been produced to support teaching since the early days of film. We all know the sort of didactic approach these films take - but what is it about film or video that makes them different from other forms of media?
- At the start you may be told, asked, or you may think that a making a video is a good idea for showing something to your audience. But, it’s not always the best choice of media and even if you have no choice, you should consider why are you using video and try and make the most of what video can bring to your subject. As a visual medium, that lends itself well to linear narrative, video works best when telling stories where pictures take the lead. Video can be a very effective storytelling medium, it provides a vivid, view of the world. Video can provide a better visualisation, recognition and identification by the viewer and produce a much more complex description. You can see something happen in all it’s complexity rather than read or hear about it. It’s really good at conveying emotions and offering ‘real life’ examples with which viewers can identify.
- At the start you may be told, asked, or you may think that a making a video is a good idea for showing something to your audience. But, it’s not always the best choice of media and even if you have no choice, you should consider why are you using video and try and make the most of what video can bring to your subject. As a visual medium, that lends itself well to linear narrative, video works best when telling stories where pictures take the lead. Video can be a very effective storytelling medium, it provides a vivid, view of the world. Video can provide a better visualisation, recognition and identification by the viewer and produce a much more complex description. You can see something happen in all it’s complexity rather than read or hear about it. It’s really good at conveying emotions and offering ‘real life’ examples with which viewers can identify.
- Ubiquity of portable devices Flip your classroom View on devices – very convenient (mobile, tablets, pc’s, TV, games consoles etc) Provides up-to-date resources Highly personalised - Closely aligned with meeting specific demand - Creation distance between viewer and producer is usually small. Often part of a series - download to view off net As a podcast can be part of a series or subscription (RSS)
- Substitute for lecture – flipped classroom, distance learning, revision Supplement – additional content to support learning objects: ‘how to’ videos, summaries, field examples Creative – for formative and summative assessment Uses and types: lecture – field trip – interview etc BUT Why not Hard to capture lively chat in highly interactive classes Excessive viewing time for learners Excessive production time for tutors
- At the start you may be told, asked, or you may think that a making a video is a good idea for showing something to your audience. But, it’s not always the best choice of media and even if you have no choice, you should consider why are you using video and try and make the most of what video can bring to your subject. As a visual medium, that lends itself well to linear narrative, video works best when telling stories where pictures take the lead. Video can be a very effective storytelling medium, it provides a vivid, view of the world. Video can provide a better visualisation, recognition and identification by the viewer and produce a much more complex description. You can see something happen in all it’s complexity rather than read or hear about it. It’s really good at conveying emotions and offering ‘real life’ examples with which viewers can identify.
- You should be able to see what’s going on and hear what is being said. You should be able to understand what is happening. You would like people to enjoy what they are seeing and hearing – this will help them pay attention. What you make should be legal – properly attributed, not infringing copyright, those involved giving informed consent.
- You should be able to see what’s going on and hear what is being said. You should be able to understand what is happening. You would like people to enjoy what they are seeing and hearing – this will help them pay attention. What you make should be legal – properly attributed, not infringing copyright, those involved giving informed consent.