In this newsletter I put focus on the use of video. More and more people decide to learn new things from watching a video at YouTube e.g. Here I provide you with some input and I hope that you will feel inspired to use video in your teaching:
Using Flip camcorders hold students attention
Ten faculty teachers in California were provided with a Flip camera (small video camera with HD recording) and were asked to use it in their classroom instruction in mathematics, political science, computer engineering, psychology, business, music and dance.
Research demonstrates that it resulted in more engagement and positive attitudes. Providing students with an object such as the Flip camera engages their senses and holds their attention in a unique and enduring way. Attention is critical as a precursor to learning.
There was no control, or formal experimental design, since the focus in this project was simply on gathering data from a wide range of experiences, identifying trends and sharing ideas, which worked well, and possibly further exploring and expanding on the successes.
If you concider to try the Flip camera in your teaching here are some ideas from the project:
Business Law: Students recorded their own oral presentations. After that they were asked to make a self-analysis. It improved their presentation style, but content delivery and organization of presentations was also improved.
Computer Science: The Flip camera was used to record group discussions and mini-presentations. One student, who is always quiet in class, actually spoke out in front of the Flip. The Flip recordings were made available online so that students could view them anytime.
Dance: The Flip will in the future be used to capture from the first day of class movement to the last day, which will visually and dramatically show student improvement. The Flip was used to show an exact exercise. For example, in one video (advanced dégagé with port de bras) the dancer can now see how high the foot is coming of the floor since he cannot always feel it.
Education: The Flip was used for recording students’ presentation and the unexpected outcome was higher student engagement and excitement. Their presentations were more professional. In the future, the Flip will be used in combination with the Ipod Voice Memo feature to help students in interviewing children and their teachers. It will be a significant benefit to be able to quickly and easily critique each other in class.
Engineering: The class was asked to create videos on specific analysis and design problems learned throughout the semester. Each group prepared a video identifying the “given” and “find” aspects of a problem statement, detailing the solution procedure and making references to the American Concrete Institute (ACI) Building code 318. Students used the Flip to record themselves solving an example on paper or on a white board and sharing references to the corresponding ACI code section.
Mathematics: Daily definitions and theorems were illustrated, followed by exercises that students discussed and solved during class. During these problem sessions, the Flip was used to capture their process.
Psychology: The Flip was used to record students as they gave 60-second practice presentations in class. Immediately after the presentation, each video was downloaded. While the download occurred, the class rated three major areas of the student’s presentation using clickers. The student who presented was asked to identify one key area of their presentation that they should work to improve.
The researchers describes in the article that the type of instructional technology available today has become extremely simple to use, cost effective and can be used to increase engagement and student reflection (metacognition). And they recommend teachers to: just do it!
(Reference: “Hargis, J. & Marotta, S. M.: Using Flip camcorders for active classroom metacognitive reflection” IN: Active Learning in Higher Education 12 (1), 2011, pg. 35-44)
Tip: If you have a smartphone then you can use the camera app to record a video and upload it to your YouTube account directly. You can “hide” the video in YouTube, which means that it’s only persons who have received the link, who can watch the video. I have demonstrated it in a former newsletter.
Embed a YouTube video in your online course material
If you have access to a Learning Management System and can use it in your teaching then you can check if it’s possible to embed a YouTube in your course material and open from there. Then participants don’t have to watch the video from the YouTube homepage but can stay in in the LMS course pages. You need to look in the LMS to find a way to embed the html source, and here I show you an example in itslearning (LMS). The YouTube video can be played directly from the course page:
How to do it:
- Click on the button ”share” . Then click on ”embed” and you will get access to the html source and can copy it. Look here:
2. Now open the editor for the course page and start editing the page. You need to search for a way to see the page in html in your LMS. In itslearning it´s the button ”source”. Click in the text where you want the html source from the YouTube and then paste it. Remember to save and publish the page. Look at my example here:
Top 20 apps for learning
Which apps do you recommend for learning and why? Send me an e-mail and tell me and then I will create a list of Top 20 Apps for Learning.
Right now we have on the list:
2. Bamboo paper
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