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

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

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

1- Introduction

1- Inholland

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

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

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

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

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

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

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Diffusion of innovation Rogers (2003)

Diffusion of innovation

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

Conclusions Resource intensive Diffusion takes time Momentum gaining Becoming normal

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

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

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

Ritchie & Crouch (2003)

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Divide model into 40 Web Lectures Ritchie & Crouch (2003)

40 Web Lectures

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Ritchie & Crouch (2003)

? ?

? ?

? ?

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

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

…? Viewing figures up to exam

Exam results ?

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

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

4 – Further research

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)

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

Discussion

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 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 Fransen, J. (2015). Instrumentatie van betekenisvolle interacties. Den Haag: Inholland. Gorissen, P. (2013). Facilitating the use of recorded lectures: Analysing students’ interactions to understand their navigational needs. Eindhoven School of Education. Retrieved from Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Retrieved from 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 Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Retrieved from Koumi, J. (2014). Potent Pedagogic Roles for Video. In Media and learning association. Brussels. Retrieved from 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 Woolfitt, Z. (2014). Catching the wave of video teaching. Master Thesis. Inholland, Diemen Woolfitt, Z. (2015). Effective use of video in higher education. Inholland. The Hague.

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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