Over the
last three years of working in higher education I’ve had the opportunity to
utilise video a lot. While early
attempts (in HD) at this were well received by students it is a source of
embarrassment for me.
Colleagues
who took over the course reassure me there is nothing to worry about as they
continue to use these ‘evergreen’ resources which explain basic concepts.
But after
considerable use of video and in various ways I have to ask myself why use
video in the first place?
Of course
I had a reasons…wanting to improve resources quality for students…wanting to
utilise innovative concepts such as flipping the classroom and reverse video
assessments (explained below) but did I really investigate the affordances of
video?
Much to
my embarrassment…no not really.
I suspect
it was a case of bright shiny object syndrome.
I had just been given a High Definition video camera (the first I’ve
ever owned) and as the proverb goes ‘I had a hammer so everything I saw was a
nail’.
Some may
say it provided learning opportunities and students loved the videos so ‘job’s right’, but this really doesn’t cut it
for an educator who believes in reflective practice. My opinion is I got lucky…yes I considered
the way to construct the lesson using technology but in a very superficial
way. Having time to think and a bit more
experience I can see I didn’t pay close enough attention to the TPACK framework
or a constructivist approach.
Below is
a table outlining my analysis of the affordance of video as it stands
today. It’s still not comprehensive but
utilising reflective practice I can see I’ve had exponential growth in my
awareness and knowledge of this within the TPACK framework.
Features of the technology
|
Affordances (activities and practice)
|
Affordances (examples of pedagogy and designs)
|
Ability
to post discussion or comment threads.
|
Facilitating
thinking and problem solving
|
Incorporate
learner-generated content into assessment design for formative or summative
assessment. Learners showcase their
skills in a particular field.
Engagement may also be in the form of discussion forums on each video.
Using lecturer
generated video in a flipped classroom model.
Distance Students are pre-loaded with content by accessing high
quality green screened videos as a substitute for face to face teaching. This allows face to face time to be
utilised for application rather than covering the basics.
Utilise
unedited news footage. Students assess
scenes and performance of industry people within authentic situations
(real-life).
Utilising
point of view cameras to show students views not readily accessible. Examples of this include tubes being
inserted into a patient’s airway or head cams worn by Paramedics during real
cases.
Demonstration
of complex or microscopic concepts through use of animation.
Discussion
of still image placed into a video.
For example a discussion on mental health assessment may include
assessing a photo of a client to determine the emotion they are displaying.
Classroom
disruptor where video is used to shatter myths surrounding a subject.
Reflective
practice for both lecturer and student.
I
acknowledge this list is incomplete but there are a myriad of other ways video
may be utilised within my pedagogy.
Using
video in a reverse way for assessment.
Students were provided with three simulated case videos and asked to
assess the performance of paramedics treating the patients.
|
Ability
to link directly from video (YouTube or LMS systems).
|
Assisting
with mastery learning with active viewing approaches.
Passive
or active viewing with SCORM
|
|
Inspiring
and engaging for students
|
Leaners-generate
content which:
Supports
Higher Order Thinking Skills
|
|
Authentic
learning opportunities
|
Video
of simulated cases or use of unedited news footage to show authentic industry
situations. This includes point of
view recordings showing skills and techniques not readily accessible in the
field.
|
|
Multiple
files types
|
Ability
to upload to platforms such as YouTube and be viewed on multiple devices.
|
|
Accessible
and easy to use
|
High
quality video cameras as part of smart devices provides students with means
to create.
|
|
Ability
to include still images, animations or moving pictures.
|
Provides
flexibility of use for learners and lecturers.
|
With this
in mind how do I plan to utilise video…extensively, but more considered. I still love my flipped classroom model but I
need to pay more attention to the social constructivist theory of learning. More comments and discussions threaded
through the courses and to reintroduce reverse video assessments all with high
production values.
One advantage I’ve yet to mention is the experience of utilising video within my own edutainment style business. Within the business I’ve used a video interview format with overlaying images. These have been well received by people and resulted in more work of this kind from other businesses. Below are a few examples of my work within a number of areas including animated videos, green screen production, and interview style videos:
**I've included 'How is Ecoganic Different from Traditional Farming' as an example of green screening as my lectures are behind Moodle firewalls.
So where to from here? I’ll apply all the knowledge (gained through many sources) utilising a TPACK framework along with consideration of learning theories and see where it takes me.
After all reflective practice and continual improvement are part of the 21st Century learner and educator’s toolkit.
References
Schwartz, D., Hartman K., It is not television anymore: Designing digital video for learning and
assessment School of Education, Stanford University.
Pedagogical benefits of video, University of Queensland,
last viewed 25, April, 2015, http://uq.edu.au/tediteach/video-teach-learn/ped-benefits.html
Koehler, M. (2011). TPACK – Technological Pedagogical Content Knowledge. Retrieved from http://mkoehler.educ.msu.edu/tpack/pedagogical-content-knowledge-pck/
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