Teaching with video is not a new pedagogical approach; however, with contemporary technology, we can integrate video into teaching in a much more seamless and even interactive way than ever before. Video is becoming one of the most prevalent methods of conveying information for learning for all ages, particularly in the growing fields of online, blended, and flipped classes.
How to use Videos in Teaching
The following are some of the ways this teaching approach is used to engage students:
- Students make videos—presentation, group work, demos, experiments
- Instructors make videos—flip or teach when absent or on snow day, personalized feedback, introductions, demos, experiments
- Educational or historical videos available for free online
- Videos provided by content vendors
Watching videos, no matter how entertaining or engaging, is primarily a passive learning activity. When incorporating video into a course, instructors need to be sure to plan some type of active learning activity to go along with the passive watching of video. In online courses, interactive video assessment tools such as Zaption, HapYak, or EdPuzzle are great tools to use. In a traditional face-to-face class, advanced organizers such as handouts with specific questions to be answered or discussion that includes questions to consider prior to watching the video help to draw students’ attention to the critical points being taught.
With new technologies, creating videos by either faculty or students has become simple and efficient. Penn State’s One Button Studio is an example of how the creation of video has become a tool for everyone. “The One Button Studio is a simplified video recording setup that can be used without any previous video production experience. The design of the studio allows you to create high-quality and polished video projects without having to know anything about lights and cameras. You only need to bring your flash drive with you and push a single button.” http://onebutton.psu.edu/
Impact on Learning
Using video in instruction can impact learning through (Berk, 2009):
- Grabbing students’ attention and focusing students’ concentration
- Generating interest in class
- Creating a sense of anticipation
- Energizing or relaxing students for learning exercise
- Drawing on students’ imagination
- Improving attitudes toward content and learning
- Building a connection with other students and instructor
- Increasing memory of content
- Increasing understanding
- Fostering creativity and providing an opportunity for freedom of expression
- Stimulating the flow of ideas
- Fostering deeper learning
- Serving as a vehicle for collaboration
- Inspiring and motivating students
- Making learning fun
- Setting an appropriate mood or tone
- Decreasing anxiety and tension on scary topics
- Creating memorable visual images
Formative assessment: In online courses, using interactive video assessment tools (see above) to embed quizzes into assigned video allows instructors to see how much of the class has collectively understood the concepts included in the assigned video as well as individual who understood or who did not grasp the concepts presented.
Summative assessment: Having students create a video for a final project allows instructors to assess learning on a cohesive level, seeing the final product of learning that has occurred throughout the course and applied to generate an original product.
Video in Canvas
In Canvas, you can use the Rich Content Editor to upload video in the following:
You can learn more about uploading video using the Rich Content Editor in Canvas at
https://community.canvaslms.com/docs/DOC-1867. Canvas also lets you embed video content within a page. You can learn more about embedding video at: https://guides.instructure.com/m/4152/l/40719-how-do-i-embed-a-video-in-a-page-in-my-course.
One Button Studio: Used by both faculty and students to create videos for instructional purposes.
Interactive video assessment tools: Tools like EDpuzzle and HapYak can be used to grab video from the Internet or use your own original video, crop to the exact segment of video that is pertinent to the intended learning outcome, and interject open-ended and/or multiple choice questions.
VoiceThread: Students and faculty can upload video segments for asynchronous discussion or can record their own video for use in sharing information or sharing final projects. This tool allows you to “place collections of media like images, videos, documents, and presentations at the center of an asynchronous conversation. A VoiceThread allows people to have conversations and to make comments using any mix of text, a microphone, a webcam, a telephone, or uploaded audio file.”
Things to Consider
For successful implementation of using the video in instruction, you should consider the following strategies (Berk, 2009):
- In selecting a video or a video clip, be sure to make selections based on the intended learning outcome. Select video that provides the content or illustrates the concept or principle you are trying to convey.
- Make sure the video you select is a good video. There are tons of online video resources to sort through and select from so do not settle for poor quality.
- Be sure to introduce the video to reinforce its purpose.
- If you want students to view the entire movie, assign that viewing outside of class.
- Prepare specific guidelines for students or discussion questions so they have directions on what to see, hear, and look for. What is the point of the clip? Make it clear to the students.
- Stop the clip at any scene to highlight a point or replay the clip for a specific in-class exercise.
- Set a time for reflection on what was seen.
- Assign an active learning activity to interact on specific questions, issues, or concepts in the clip.
- Structure a discussion around those questions in small and/or large group format.
Berk, Ronald A. “Multimedia teaching with video clips: TV, movies, YouTube, and mtvU
in the college classroom.” International Journal of Technology in Teaching and
Learning 5, no. 1 (2006): 1–21. http://sicet.org/web/journals/ijttl/issue0901/1_Berk.pdf.
“Effectively Using Videos in the College Classroom.” The Center for Innovative Teaching and Learning, Indiana University. (2011). http://citl.indiana.edu/resources_files/teachingresources1/using_videos.php
“One Button Studio.” Penn State. http://onebutton.psu.edu
“Why Use Video.” University of North Carolina Charlotte, Center for Teaching and Learning. http://teaching.uncc.edu/learning-resources/articles-books/best-practice/using-video/why-use-video.