Photo: Windows from Unsplash.com.
Video streamlines teaching
During the pandemic, we were largely forced to start using different tools in order to continue to provide our students with the teaching they needed. Video became one of the tools that facilitated this. Video streamlined teaching; we did not need to host Zoom lectures for everything. Students also gained flexibility in their learning, mainly through the flipped classroom and the ability to absorb information and knowledge at their own pace.
Passive?
Video can easily become a one-way form of communication however, turning the viewer into a passive recipient. By adding interactive elements, video can become an active part of the learning process. There are studies which show that learning is enhanced by interactivity in conjunction with video, compared to instructional videos alone, or the use of tasks and quizzes afterwards. (Nives Mikelić Preradović, Tomislava Lauc, Ida Panev. 2020) (Ketsman, O., Daher, T. and Colon Santana, J. A. 2018)
Active!
To avoid the problem of passive viewing, the next step is to build in interactivity, i.e. active participation, both in and with video. You could, for example, embed a quiz inside the video itself that stops at specific times with the help of time stamps. Another example is to add comments in the timeline of the video, to make digressions or share suggestions for further reading outside the video. But interactivity can also mean creating “markers” to direct the viewer’s attention to specific parts of the image on screen. This can be done by highlighting with arrows, brightening parts of the image or adding attention-grabbing text.
How?
Attend the workshop Studio continued – Interactive videos! In one hour, you will learn how to easily create interactive elements in your teaching videos using Studio.
Read more about when and where these workshops are being held in the Calendar.
Learn more about interactive videos
- Read the article about using video in your teaching
- Read the article about using quizzes in your videos
- Read more in the Studio guide in Canvas – canvas.education.lu.se
Articles
Ketsman, O., Daher, T. and Colon Santana, J. A. (2018) An investigation of effects of instructional videos in an undergraduate physics course, E-Learning and Digital Media, 15(6), pp. 267–289.
Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning,
33(5), pp. 403-423.
Preradovic, N. M., Lauc, T., & Panev, I. (2020). Investigating interactivity in instructional video tutorials for an undergraduate informatics course. Issues in Educational Research, 30(1), pp. 203–223.