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Introduction
Introduction
Use of videos is considered as the most diversified technologies, which can offer numerous opportunities and possibilities for developing effective teaching and learning contexts. More recently, video has been integrated as part of many blended courses and fully online learning environments, including the main delivery mechanism in Massive Open Online Courses (MOOCs) such as FutureLearn (https://www.futurelearn.com/ ) and Coursera https://www.coursera.org/). Research shows that video constitutes a critical factor in achieving learning outcomes (Gedera, 2016; Hsin & Cigas, 2013; Karppinen, 2005).
You Task for the Day
You Task for the Day
Create a sup-page (your choice of name) under Using ICT for Teaching, include all the tasks given below:
Summarise the information provided in this website in an infographic (a simple one)
Select a topic for teaching, create a simple video using one of the tools from the list below or any other tool that you know to use it.
Provide details on using the video you have created for your classroom (learning intentions, what to do before, during, after)
What learning benefits you could describe with regard to the video created
Ezvid is a 100% free video creation tool that allows you to capture everything that appears on your computer screen. It also allows you to edit your recorded videos by splitting your recordings, inserting text and audio, controlling the speed and even drawing directly on your screen. There’s also a Gaming Mode specially designed for gamers to avoid black screen problems when recording games such as Diablo III and Call of Duty which are full screen games. You can save your edited videos for later use or you may directly upload them on YouTube.
Recording in PowerPoint
Recording in PowerPoint
PowerPoint presentation is a powerful tool, which has ability to record your both audio and video conversation along with some explanation that you draw on slides.
Narrations and timings can enhance a web-based or self-running slide show. If you have a sound card, microphone, and speakers, and (optionally) a webcam, you can record your PowerPoint presentation and capture narrations, slide timings, and ink gestures.
After you have made the recording, it's like any other presentation that can be played for you or your audience in Slide Show—or you can save the presentation as a video file.
Panopto is a software company that provides lecture recording, screencasting, video streaming, and video content management software, which is often used in E-learning environments. Go to the link and start recording
Pedagogical Benefits of using Video
Pedagogical Benefits of using Video
Facilitating thinking and problem solving
Facilitating thinking and problem solving
Shepard and Cooper (1982) and Mayer and Gallini (1990) made the connection between visual clues, the memory process, and the recall of new knowledge. Allam (2006) observes that the creative challenge of using moving images and sound to communicate a topic indeed engaging and insightful, but adds that it also enables students to acquire a range of transferable skills in addition to filmmaking itself. These include research skills, collaborative working, problem solving, technology, and organisational skills. (Bijnens, N.D.)
Assisting with mastery learning
Assisting with mastery learning
In some cases, video can be as good as an instructor in communicating facts or demonstrating procedures to assist in mastery learning where a student can view complex clinical or mechanical procedures as many times as they need to. Furthermore, the interactive features of modern web-based media players can be used to promote ‘active viewing’ approaches with students (Galbraith, 2004).
Inspiring and engaging students
Inspiring and engaging students
More recently, Willmot et al (2012) show that there is strong evidence that digital video reporting can inspire and engage students when incorporated into student-centered learning activities through:
increased student motivation
enhanced learning experience
higher marks
development potential for deeper learning of the subject development potential for deeper learning of the subject development potential for deeper learning of the subject
development of learner autonomy
enhanced team working and communication skills
a source of evidence relating to skills for interviews
learning resources for future cohorts to use
opportunities for staff development (CPD). (p.3)
1. Videos engage students of all ages and abilities
Video has a huge advantage over reading texts, writing activities and listening exercises in that it’s instantly engaging. Students young and old are attracted to video and many even see them as a treat when used in class.
Whether a video is authentic or made specifically for an ESL audience, it has been designed to catch and keep your students’ attention. As all teachers know, this is a key part of a successful class. Once the students are interested in the content, they will be ready to learn and be receptive to the activities you have planned.
2. Videos motivate with authentic content
One of the biggest advantages of using video in class is its ability to motivate students. Knowing that they can understand a real person speaking English is a milestone for many students.
What’s more, it shows the language points your students are learning in action, giving them even more reason to pay attention.
Video also demonstrates that English is not just a subject at school; it’s a skill that has applications in the real world. And that can spark students’ imaginations!
Make sure to highlight your students’ success in understanding video content and ask them to reflect on how easy or difficult video activities are for them. It will help you plan subsequent classes and focus on student progress.
3. Videos provide context to help understanding
Unlike reading texts and listening activities, video provides strong visual cues. These help learners understand what’s happening – even when the language is hard to follow.
In some cases, you can even play videos without sound at first and have students guess what’s happening. This works in a similar way to a reading prediction activity – and helps prepare students.
Documentaries often also provide text overlays that share additional information with the audience. This, in turn, helps with general understanding authentic content which is key to students’ language development.
4. Videos expose students to a variety of language and cultures
Video offers unlimited opportunities to expose your students to different accents and dialects of English.
When students travel, meet new people or start working they are likely to speak with people from all over the world – and that will probably be in English.
It’s, therefore, a good idea to use video to expose students to a range of English accents. This will help them become aware that there is more than one variety of English and will help them get used to hearing English spoken in different ways.
What’s more, globally, there are many more people who speak English as a second language than there are native speakers. So it’s a good idea to expose your students to a variety of non-native speakers in videos too.
5. Videos introduce culture and new ideas
Videos can bring the outside world to students, introducing different cultures, new places and ideas. They provide a great way to integrate new content and language learning at the same time – giving students the opportunity to learn about a whole range of subjects and ideas, at the same time as learning English.
How to choose the right videos for your learners
How to choose the right videos for your learners
It’s important to select your video material carefully, considering the age, language level and interests of your students.
Younger learners tend to respond to cartoon-like videos with stories or fun characters, while teenagers and adult learners are more likely to be interested in documentary style films, humorous videos, or content that relates to their interests or work.
Of course, it’s also important to consider how advanced your learners are when selecting content – if the video content is too complex your learners will find it hard to understand and might lose motivation and interest. Conversely, if it’s too easy, they’ll also get bored.
It’s also key that you design and grade classroom activities appropriately. Even low-level learners can answer simple questions about complicated subjects – and “easy” video content can be used to spark high-level debate and conversation.
What to consider When Using Video in teaching
What to consider When Using Video in teaching
Video has proven itself as a powerful communications tool, and part of that success lies in its ability to teach. There are many reasons for this, and it perhaps comes as no surprise.
In order to really make use of the teaching power of video, there are a few considerations you should keep in mind.
1. Will a Video Actually Improve Instruction?
Though it may surprise you, the answer to this question is sometimes NO. For example, if the material you want to teach is so dense that it requires the viewer to pause or rewind the video, then your audience may prefer to read it.
Video may have a reputation for being “easier than reading”, but there are cases where the reverse is true. Sometimes, it’s better to give your audience the power to revisit or re-read at their discretion without making them scrub through a video.
2. How You Can Use Visuals to Your Advantage
Every classroom has a chalkboard, and a good teacher knows how and when to use it. Simply put, visual elements should supplement or support the narration. If done properly, this can have enormous instructional benefits.
3. How Invested Your Audience Is
If your target audience is already invested in learning about your content, then you’re in good shape – if you deliver the instructional goods, you should have no problem retaining your audience and giving them value. However, if you’re thinking about using an educational or instructional video to create awareness, then you might want to re-think your video strategy and ask yourself a few important questions first.
11 Aafathis 2020 article 4.pdf
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