Video tools to expand access to course materials
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Introduction
Introduction
Building background knowledge on a topic. We know that students learn best when they take in information via multiple modalities—through reading, drawing, listening to the teacher’s oral explanations, and viewing visual media. We also know, from much research, that using visuals is key for those acquiring a new language.
The use of illustrated videos will help students easily imagine and remember the lesson
Content components
Content components
Using video conferencing to bring more experts into the classroom can help motivate students by letting them discuss the real-world applications of their work
Evaluate the effectiveness of the application of teaching by video by student’s scores
The section about video tools should be broken into two subsections:
Using live video (e.g., Zoom) to bring in guest speakers, allow students from multiple campuses to connect to shared classes, and allow classes to continue during campus closures or health emergencies.
Using video recording. This allows instructors to
record lectures so students can review them later.
make short video clips in order to “flip” the classroom and spend more time in class doing active learning (working problems, discussing topics, applying the information to case studies, etc.)
work more sample problems for students to review
follow up with short explanations of questions student posed in class.
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A flipped classroom is structured around the idea that lecture or direct instruction is not the best use of class time. Instead students encounter information before class, freeing class time for activities that involve higher order thinking.
In flip teaching, students first study the topic by themselves, typically using video lessons on YouTube and then apply the knowledge by solving problems and doing practical work in class.
It allows all students to learn at their own pace as videos can be watched again. 2. Its more efficient, as students enter the classroom prepared to contribute. 3. It enriches the lesson as more time can be spent on group work and projects. 4. Doing homework in class allows students to help each other, which benefits both the advanced and less advanced learners.
You can chose to use this method in all or some of your classes. Either way, you'll want to follow these steps:
Decide how you will use your class time and design those activities. Again, if you do not have a reason to flip your course, you should consider other active learning strategies or wait until you have an idea for how you could better use your class time.
Find or create resources for students to use at home. These could be readings, audio files, websites, or videos. You do not need to create these sources, but you must make sure that all students have a way to access these materials. If you create the materials for students to use at home, use their feedback to revise it.
Teach students how to use the material at home. Unlike when they are in a lecture, students cannot ask question as they arise, making note taking especially important. Working on their own, students will likely have distractions. Although students engage with media all the time, they may not know how to use educational audio or video clips. Make sure students have an incentive for doing the work on their own.
Source: Havard University
Source: Havard University
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