Video and pedagogy - what questions should we be asking now ?

Clive Young, UCL

Slides from ViTAL (http://vital-sig.ning.com/) webinar 9 March 2011Recording available at http://lancasteruni.adobeconnect.com/p60258356/

video’s “perfect storm”

Who needs pedagogy?

• Managers and support staff – is the investment worth it?

• Teachers – How can I justify this to my HoD?• Students – How do I know I’m looking

at/learning the right stuff?• Learning technologists/AV – how can we

provide models of good practice/support?

ideas, models of use, descriptions, practical tips, models

of design, process guides,

vocabulary, examples,

evaluation

How can I design and produce effective video resources?

How can I design and produce effective video resources?

e.g. is lecture capture a good use

of my (and my students’) time?

e.g. is lecture capture a good use

of my (and my students’) time?

Getting ever more complex?

Image

+ Interactivity

+ Integration

Film strip/slideTV / VHSDesktop videoMultimediaWeb mediaStreamingMobile videoSocial video + Input

Based on Thornhill, Asensio and Young (2002)

Getting ever more complex?

Image

+ Interactivity

+ Integration

Instruction (?)

Constructvism

ConversationContext

Film strip/slideTV / VHSDesktop videoMultimediaWeb mediaStreamingMobile videoSocial video

MultimodalitiesMultiliteracies

+ Input

Image – from ViTAL discussion

• Practical instructional videos...on phones• “I've used video in a few of our 'learning

objects' and it's saved a) a lot of descriptive text and b) a lot of custom drawing/animation….Because both objects were trying to describe physical body methods, video was ideal” [Fred Riley]

• Short lectures ‘summaries’ [Janice Whatley]• Quality e.g. lecture capture, Flip cameras

Image – Jack Kuomi’s framework

Original at http://jackkoumi.co.uk/resources.html

Image – Jack Kuomi’s framework

http://jackkoumi.co.uk/

Interactivity

“the main reason why television did not become everyone’s teacher was because it lacked the very essential quality of teaching: the ability to interact with the learner” Mark Rosenberg 2001

About• Access – own computer + mobile

devices• Choice – on-demand (+ search)• Control – start, stop, pause, skip, review

http://www.flickr.com/photos/nesster/3714783252/

Interactivity

• Catch up missed lectures or review of ones attended “more common?” – can listen to several times

• Mobile video...or just audio• Download-ability – some are

resistant...• Affordances of LC and other tools

(search, metadata etc)• Accessibility e.g. text versions

http://www.flickr.com/photos/bredgur/1323025528/

Integration• Video as student assessment• Peer review of performance• Link LC to a LMS + collaborative tools?• The relationship between live and recording• Flipping/Vodcasting – viewing the lecture/

demonstration/worked example beforehand – makes the face-to-face interactions of the lecturer and student more productive (also covertly introduces ‘independent learning’)

Integration – Sams and Bergmann

http://mast.unco.edu/programs/vodcasting/

Integration dial-e designs (JISC)“using digital video

resources to actively engage learners”

• engagement• knowledge• reflection

http://misc.jisc.ac.uk/JISC/framework.php

Input

Evolution of the moving image?• Sit back (film and TV)• Sit forward (internet video)• Stand up (social video)

[after Chris O’Hagan]

http://www.flickr.com/photos/daquellamanera/310344132/

Cone of learning

Warning!

‘Folklore’

Is this the ‘best’ use of video?

• Focus on student rather than on teacher• Student as co-creator of knowledge• Video as process rather than on product• “the demands of producing even a short video threw

learners back on the subject … clarifying understandings through articulation and also increased confidence …. there's a production cost in terms of time and effort but I was surprised that wasn't higher.” [Grant Barclay]

Input – process/culture

• Mass media culture: “As we move away from a mass media culture and into the era of crowd sourced content, the ability to produce quality content will become increasingly important. We tend to teach yesterdays media, i.e. how to interpret the Novel, and how to write a good essay…. “ [Laurence Cuffe]

Is crowd sourced media a ‘disruptive’ technology?

Michael Wesch's "The Visions of Students Today" 2011 Remix One

Getting ever more complex?

Image

+ Interactivity

+ Integration

Film strip/slideTV / VHSDesktop videoMultimediaWeb mediaStreamingMobile videoSocial video + Input

Or is it just about good pedagogy?

e.g. Chickering & Gamson’s ‘7 Principles of Good Practice’

1. Encourages contacts between students and faculty;2. Develops reciprocity and cooperation among students;3. Uses active learning techniques;4. Gives prompt feedback;5. Emphasises time on task;6. Communicates high expectations; and7. Respects diverse talents and ways of learning

[Tim O'Riordan]

Some questions• How important is quality/glossiness? ‘Just good enough' will serve the

purpose in terms of learning. [Lindsay Jordan]• The accessibility challenges and benefits [Adam Warren]• What kinds of video will learners want to view on their mobile devices?

Mini-lectures or personalised feedback [Adam Warren]• What type of criteria should we apply to student-generated video, and

does the glossiness of the presentation have an undue influence on our assessment of its quality? Is poor audio a bit like poor spelling? [Adam Warren]

• How do we engage with our academics in all this? [Ollie Furlong]• Additional to traditional modes of delivery or can video change the way

courses are designed? [John Conway]

… are we at the ‘horseless carriage’ stage?

http://www.flickr.com/photos/exfordy/4735918547/