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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
Teachers working in a rural primary school have collaborated together to curate a list of suitable videos sourced from PDST video content . These videos are linked to big books that they are reading and Aistear themes they are exploring in class. They have created a private Padlet linked to these videos to share resources and enable home access.
Case Study B
A suburban gaelscoil would like to use video to introduce concepts to pupils before class time. The teachers have created video and audio presentations on Seesaw to support the pupils when working remotely. The pupils view the presentation and complete the activities. The teachers then review the completed activities prior to contact time with pupils and this informs their teaching for the following day. An example of this process is available here.
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 CJ Fallon Videos, Khan Academy, National Geographic Kids and Storyline Online, all of which are explored here.
Intermediate approach:
Teachers record a video based on a topic being explored in class 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:
Seesaw, EdPuzzle and Nearpod allow teachers create an interactive video which includes questions and prompts for a self-paced learner experience. Learners arrive to class with a deeper knowledge of the topic and the teacher facilitates further learning. The pupils can also use these videos to support their offline work at home.
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: consider 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.
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