Embedded Files
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 learning.
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.
Video Tutorials
Creating a Playlist on Youtube
Creating a Video using Adobe Creative Cloud Express
Creating a Video Activity in Seesaw
Design Approaches
Introductory Approach
Teachers source videos online as a means of introducing a topic to their pupils and/or supplementing their learning in the classroom.
Videos can be found on websites such as CJ Fallon Videos, Khan Academy, National Geographic Kids, Storyline Online etc. You can find more sources 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 Creative Cloud Express and Flip.
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.
Case Studies
Case Study A
Teachers working in a rural primary school have collaborated to curate a list of suitable videos for their classes.
They found the list compiled 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 school 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.
Recording Demonstrations
Recording demonstrations is a simple way to generate video content to share with your school community.
Teachers can:
produce a recording showing a particular skill or technique that pupils can access at any time and revisit as often as necessary.
collaborate with peers to produce a library of subject specific demonstrations.
Equipment you may have in your school that can be used to record demonstrations include mobile phones, tablets, visualisers, laptops, microphones and tripods.
Recording Instructional Videos - Practical Considerations
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.
Curricular Examples
Maths: Record a simple, step-by-step narrated demonstration of completing a word problem. Thinking aloud can give learners an insight into the thought process behind problem solving.
Art: Showcase a sketching technique.
Physical Education: Demonstrate an activity which can be used to develop a fundamental movement skill.
Science: Record the procedural steps involved in a science experiment.
Case Studies
Case Study A
A rural school recently had a visit from a local artist through the Artists in Schools scheme. It led them to review their Visual Art subject plan, with a particular focus on blended art lessons.
Every class teacher is now digitally recording art demonstrations for one art class a month. This expanding repository of art lessons are supplemented with reputable online content.
Teachers share these recordings with their pupils through their school's digital platform. Pupils complete some art lessons at home.
A selection of completed art works are brought into school for display by every pupil on a planned rotational basis.
Case Study B
Teachers in a large urban Gaelscoil are utilising the PDST Move Well and Move Often resource. Their SSE focus is Physical Education and they have decided to integrate the use of digital technologies to help them fulfil their targets.
Teachers are pre-recording physical activity demonstrations using school tablets. These recordings are stored on the school's online digital platform for future use by other colleagues.
Teachers share their recorded activities to Seesaw for pupils to watch and follow at home. Rubrics are also distributed to guide pupils. This process lends to effective formative and self-assessment.
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