1. Zac.Woolfitt@inholland.nl Inholland Research Centre of Teaching, Learning & Technology Media and Learning, Brussels 10 th March, 2016 The effective use of video in higher education Some insights into theory and practice

2. 1.Introduction 2.Follow up to Masters research 3.Embedding video to activate students 4.Further research 5.Discussion

3. 1.Introduction 2.Follow up to Masters research 3.Embedding video to activate students 4.Further research 5.Discussion

4. 1- Introduction

5. 1- Inholland

6. 1.Introduction 2.Follow up to Masters research 3.Embedding video to activate students 4.Further research 5.Discussion

8. 2 - Masters Research Catching the wave of video teaching Supporting lecturers in the tourism team Inholland Diemen in developing video teaching skills

9. Complexity of technology for teacher Visibility of teacher as on screen presence Video Clip You Tube Webinar Live Lecture Capture Web lecture Instructional video Film/ Documentary Teacher not visible & not recorded Teacher visible & not recorded Screen Cast Teacher visible and recorded Video Teaching: Complexity vs. visibility Virtual Classroom Teacher recorded but not visible Slide cast Woolfitt (2014) Transient Permanent Skype/Face Time/ Google Hangouts Student generate d video Low High

10. Complexity of technology for teacher Visibility of teacher as on screen presence Video Clip You Tube Webinar Live Lecture Capture Web lecture Instructional video Film/ Documentary Teacher not visible & not recorded Teacher visible & not recorded Screen Cast Teacher visible and recorded Video Teaching: Complexity vs. visibility Virtual Classroom Teacher recorded but not visible Slide cast Woolfitt (2014) Transient Permanent Skype/Face Time/ Google Hangouts Student generate d video Low High

11. Complexity of technology for teacher Visibility of teacher as on screen presence Video Clip You Tube Webinar Live Lecture Capture Web lecture Instructional video Film/ Documentary Teacher not visible & not recorded Teacher visible & not recorded Screen Cast Teacher visible and recorded Video Teaching: Complexity vs. visibility Virtual Classroom Teacher recorded but not visible Slide cast Woolfitt (2014) Transient Permanent Skype/Face Time/ Google Hangouts Student generate d video Low High

12. Video Teaching workshop 2-3 staff + technician and trainer Watch ‘how to’ web lectures in advance Safe, fun, practical 2 hours Peer feedback and reflection

13. 13

16. Diffusion of innovation Rogers (2003)

17. Diffusion of innovation

18. Do it yourself The next phase Workshop has transitioned to individual sessions Self-recording training

19. Conclusions Resource intensive Diffusion takes time Momentum gaining Becoming normal

20. Recommendations Friendly and persistent Reduce complexity of technology Scale up with public workshops Patience Demonstrate benefits

21. 21 1.Introduction 2.Follow up to Masters research 3.Embedding video to activate students 4.Further research 5.Discussion

22. 3 – Embedding video to activate students How do I use web lectures to get my students active?

24. Ritchie & Crouch (2003)

25. ?

26. ?

27. 123456 78 9 10101 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2 2323 2424 2626 2525 2727 2828 2929 3030 3131 3232 3 3434 3535 3636 3737 3838 4040 3939 Divide model into 40 Web Lectures Ritchie & Crouch (2003)

28. 40 Web Lectures

29. ? ?

30. 123456 78 9 10101 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2 2323 2424 2626 2525 2727 2828 2929 3030 3131 3232 3 3434 3535 3636 3737 3838 4040 3939 Ritchie & Crouch (2003)

36. ? ?

37. ? ?

38. ? ?

39. Try to be more appealing Sometimes it was boring to just keep on listening Too many web lectures More info from teacher as in a real class

40. I like preparing lectures in advance and then share with small groups It helps my learning Other teachers should make use of web lectures It is all good Concise and to the point 40 is a lot, but in the case of the model, it is necessary Really great way of studying just the right amount

42. 123456 78 9 10101 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2 2323 2424 2626 2525 2727 2828 2929 3030 3131 3232 3 3434 3535 3636 3737 3838 4040 3939 …? Viewing figures up to exam

43. 123456 78 9 10101 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2 2323 2424 2626 2525 2727 2828 2929 3030 3131 3232 3 3434 3535 3636 3737 3838 4040 3939 Exam results ?

44. 123456 78 9 10101 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2 2323 2424 2626 2525 2727 2828 2929 3030 3131 3232 3 3434 3535 3636 3737 3838 4040 3939

45. Iterative creative process Lecturer/Didactic Developer Development process Feedback/Input Students Students/ Researcher CoP

46. 46 1.Introduction 2.Follow up to Masters research 3.Embedding video to activate students 4.Further research 5.Discussion

47. 4 – Further research

48. Categorising different types of video The affordances of video (Hansch, et al, 2015) Potent pedagogic roles of video (Koumi, 2014) The impact of networks on learning (Siemens et al, 2015)

49. Questions How to measure the effectiveness of video? What do we need to measure? What experiments could be set up to measure effectiveness? How can you conduct this research in the real world?

50. 50 1.Introduction 2.Follow up on Masters research 3.Embedding video to activate students 4.Further research 5.Discussion

51. Discussion

52. Selected sources Bates, A. W. (2015). Teaching in a digital age; Guidelines for designing teaching and learning for a digital age. open.bccampus.ca. Retrieved from http://opentextbc.ca/teachinginadigitalage/ Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (Fourth ed.). Maidenhead: Open University Press. Colvin Clark, R., & Mayer, R. E. (2011). E-learning and the science of instruction; Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco: John Wiley and Sons. Retrieved from http://formulasi.googlecode.com/files/e-Learning.pdf Fransen, J. (2015). Instrumentatie van betekenisvolle interacties. Den Haag: Inholland. http://www.inholland.nl/onderzoek/Lectoraten/eLearning Gorissen, P. (2013). Facilitating the use of recorded lectures: Analysing students’ interactions to understand their navigational needs. Eindhoven School of Education. Retrieved from http://recordedlectures.com/ Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Retrieved from http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS- 2014.pdf Research Centre – TLT Hansch, A., Newman, C., Hillers, L., Shildhauer, T., McConachie, K., & Schmidt, P. (2015). Video and online learning: Critical reflections and findings from the field. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2577882 Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf Koumi, J. (2014). Potent Pedagogic Roles for Video. In Media and learning association. Brussels. Retrieved from http://association.media-and-learning.eu/portal/resource/potent-pedagogic-roles-video Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the digital university: a review of the history and current state of distance, blended, and online learning. Athabasca: Athabasca University. Retrieved from http://linkresearchlab.org/PreparingDigitalUniversity.pdf Woolfitt, Z. (2014). Catching the wave of video teaching. Master Thesis. Inholland, Diemen https://www.inholland.nl/media/10251/woolfitt_catching_the_wave_of_video_teaching_mt_140716.pdf Woolfitt, Z. (2015). Effective use of video in higher education. Inholland. The Hague. https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf

53. ScoopIt http://www.scoop.it/t/technology-in-education-by-zac-woolfitt

54. Zac.Woolfitt@inholland.nl Inholland Research Centre of Teaching, Learning & Technology Media and Learning Brussels 10 th March, 2016 Thank you Please get in touch with feedback and questions