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The reasons for audiovisual media in education can be many. Perhaps you want to reinforce a message or make information available, explain and illustrate different phenomena where technological tools that provide cognitive support. The options are several and the possibilities endless with this technology. With all these options we need to think about how we produce the material so we make it accessible and facilitate learning for our users.
The reasons for audiovisual media in education can be many. Perhaps you want to reinforce a message or make information available, explain and illustrate different phenomena where technological tools that provide cognitive support. The options are several and the possibilities endless with this technology. With all these options we need to think about how we produce the material so we make it accessible and facilitate learning for our users.
With audiovisual media, we mean all kind of videos. They may be shorter or longer, filmed lectures, presentation pictures with voice, cut movies, etc. This is written as a guide to help you choose the format for your production or reflect on use of audiovisual media that match your purpose.
Different styles of videos
Different styles of videos
- Interview - Recording a dialogue between two people. It can be a conversational style or where one acts "expert" in a subject. (Think about news desk where two journalists interview each other)
- Recording of lectures, a presentation given live with audience is recorded. Opportunities are available for streaming as well.
- A "Talking head". A person who “give a lecturs" directly into the camera.
- Recording of presentation with a person accompanied with slides as well.
- Slide recording, talk to powerpoint/slides. Sometimes with animation or writing on the slides.
- "Khan-style" - someone who writes / draws while explaining.
Different purposes
Different purposes
- To prepare students
- Cognitive; To explain something using animation and images.
- Experimental; Authentic learning opportunities, visualize something that is otherwise not available to students. (Surgery / anatomy / experiment)
- Archive lectures
- Make lectures available
- For learners located some other place
- With external lecturers as resource for later courses
Video as preparation for students
Video as preparation for students
The use of audiovisual media as a preparation for students has literally exploded since "Flipped Classroom" as gain more ground and the technology are more affordable and available.
The purpose of students work through some of the content before you meet is by itself nothing new, but the media is.
Length of video
Length of video
Many studies point out that short videos are preferred when videos are used for learners to watch by themselves. Short in this context means ten minutes (Ozan & Ozarslan, 2016), some studies shows even under 7 minutes (Guo, Kim, & Rubin, 2014a ). Shorter movies increase the procentege of time seen of the video as well as the total time the student is watching. If you want to cover more than what is feasible in the shorter period, it is strongly recommended that you divide your content into shorter parts. Guide your viewers if the videos are connected, in what order you recommend them and so on.
Preperation of production
Preperation of production
As an educator, it is important to plan the recording. Teaching via audiovisual media is different to teaching live in a classroom; you have no way to adjust your teaching after response from the learners. Even more important than ever it is crucial to think about what the goal of the video is. What do you want the student to be able to do after watching the video? Make it a habit to use the cognitive verbs (Bloom) to make it easier for the future. Think about the video as a form of learning activity or a part of the activity you are planning. Then it is easier to identify what purpose this part (the video you are producing) has for learning.
Communicate the message
Communicate the message
Use a language as if you are conversing. It creates a sense of contact and reduces the perceived hierarchical distance between educator and learner. Tips are to use direct speech like "you" and "me" in cases where you communicate directly with your viewer. (Brame, 2016) Remember to not "read" but speak. You will probably need a script so to keep you off reading, just notate important words and not full sentences.
Some studies show that you should talk relatively quickly (Brame, 2016), others that the most important thing is that you do not speak excessively slowly and above all with enthusiasm. Media coaches claims firmly that the camera scales a lot of your energy so in spite your feeling of exaggerating the result will be mild. It is also very hard to keep up the energy when you stand in front of a camera or screen and not get the direct contact with a person that you are used to. Pause, get some oxygen, smile and imagine that you have your best and interested audience in front of you.
If you plan to record a video with voice to your slides or drawings, be sure to show yourself at the beginning of the recording to create contact. Doing so, you show who you are and establish contact before focusing on your message and the rest of the content. (Brame, 2016; Guo, Kim, & Rubin, 2014b; Kim et al., 2014) Appear again if, and when appropriate, preferably, if it is an important message and you want to establish eye contact.
The usage of stories or messages with feelings associated with learning can make it easier to remember. This can be used to exemplify or apply your facts. (Gooding, Mann, & Armstrong, 2017). Important to keep in mind is that healthcare is full of examples that are strongly emotionally loaded and as teachers, we need to reflect on how it affects our students (ibid.).
Explanations
Explanations
Video is particularly suitable for explaining and showing things gradually. Keep in mind that in this media you are free to use animations in you slides (type powerpoint) and produce text, arrows, stonework step by step. Things that might seem distracting on a live lecture works better on just video. The learner has only the screen to watch, so don’t have it too static. We read faster than anyone speaks so show your text piece by piece. Otherwise, the viewers will devote themselves to reading the text and not keeping up with what the voice says and it can be difficult to follow. (Brame, 2016)
Questions / Quiz
Questions / Quiz
As a repetition and summary, in most systems, there is the possibility to post questions by area / chapters. This helps the student to check if it has understood but also facilitates his/hers learning as he activates the brain in "framing" the knowledge that has just been learned. (Gooding et al., 2017)
Use of learning analytics
Use of learning analytics
Depending on the service used, we can retrieve different data from the use. The most basic, how many people watched the video are always included. Other data is the amount of time spent watching, in total or on different parts/slides. Is the viewer jumping sections or viewing certain sections over again? That can tell you if you have sections that are redundant, difficult or sometimes unclear. Here you have the opportunity to fine-tune your messages and descriptions.
Activity in videos
Activity in videos
Some services have possibility to for learners to be more interactive while watching video. Canvas Arc is one of them and learner can comment, ask questions and build on others comment within the video. (think Instagram stories). These interactive elements are just in the beginning and we can probably see more of it coming.
Video with students as producers
Video with students as producers
There are some examples of where video is produced by the learner, but some more research needs to be done.
References
References
Guo, P. J., Kim, J., & Rubin, R. (2014a). How video production affects student engagement: an empirical study of MOOC videos (pp. 41–50). ACM Press. https://doi.org/10.1145/2556325.2566239
Kim, J., Guo, P. J., Seaton, D. T., Mitros, P., Gajos, K. Z., & Miller, R. C. (2014). Understanding in-video dropouts and interaction peaks inonline lecture videos (pp. 31–40). ACM Press. https://doi.org/10.1145/2556325.2566237
Ozan, O., & Ozarslan, Y. (2016). Video lecture watching behaviors of learners in online courses. Educational Media International, 53(1), 27–41. https://doi.org/10.1080/09523987.2016.1189255
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