Creating Video
Video in a blended learning classroom
In a blended environment educational video is one of the most important technologies that can increase student engagement (Kazanidis and Eleftherios, 2017).
Video can be used to introduce, supplement and reinforce the learning outside of the classroom through online and offline tasks.
Benefits of using videos in a blended learning environment:
Learners come to class prepared and with some prior knowledge.
Teachers are available to support learners when they need them most - completing tasks/ applying knowledge.
Learners can view and review videos at their own pace.
Case Study A
The Maths department in a large second-level school are collaborating to record simple demonstrations of Maths concepts that learners can review at home. They take photos of each step of the process and narrate the strategies using Adobe Spark Video. These videos are uploaded to Edpuzzle and interspersed with a variety of questions to check for understanding.
Case Study B
A 2nd-year Geography teacher in an urban Gael Choláiste wants to create an interactive lesson to introduce plate tectonics to his class. He created a Google Slide presentation on Nearpod and supplements it with engaging polls, collaboration boards and Flipgrid topics to ensure maximum learner engagement. To inform his lesson, he then reviews the learners work via the assessment tool prior to contact time with his learners.
Introductory approach:
Teachers use pre-made videos as a means of introducing a topic and/or supplementing the learning. The teacher continues to deliver much of the content during contact time. Some of these sources include Teachertube, WatchKnowLearn, TedEd and Khan Academy. You can find more sources of video here.
Intermediate approach:
Teachers record a video based on a topic and share it with the learners prior to class contact time via the school's learning platform. The learners arrive to class with prior knowledge of the topic and the teacher builds upon this. Video creation tools include Adobe Spark, Flipgrid, Loom and Screencast-o-matic.
Advanced approach:
Teachers create an interactive video which includes questions and prompts for a self-paced learner experience while at home. Learners arrive to class with a deeper knowledge of the topic and the teacher facilitates further learning. EdPuzzle and Nearpod are two such interactive lesson creation tools.
Practical considerations for recording instructional videos
When creating an instructional video, there are a number of factors worth considering:
Scripting: this will provide focus for your video and ensure alignment with lesson’s learning objectives.
Context: be aware of any references that may date your video and prevent it from being re-used in the future again.
Content: images/resources used in videos should be copyright-free and available for sharing/re-use.
Timing: videos should be within the 3-5 minute mark to maximise engagement.
Sound: be aware of environmental sounds as well as clarity, pace and tone.
Lighting: if recording live, face a source of direct light.
Animated videos: can be created on sites such as mysimpleshow, moovly, powtoon or videoscribe.
