Creative Business Media & Learning, Brussels 2014 Flemish Ministry of Education 19 th November 2014 Video Teaching An essential skill for 21 st century lecturers 1

Overview 1.Video impacting education 2.Research into ‘Video Teaching’ 3.Results 4.Prototype 5.Further research

Video impacting education 1

Research 2

Masteropleiding Leren & Innoveren

’Tipping point’ in education (Greenberg & Zanetis, 2012; Sonicfoundry, 2013) Need for professional support (Filius & Lam, 2009; Stover & Vrees, 2013)

‘Disconnecting the lesson’ (De Boer, 2013) ‘Zone of possibilities’ (Kereluik, Mishra, Fahnoe & Terry 2013)

(Guo, Kim & Rubin, 2014)

(Biggs & Tang, 2011; Colvin Clark & Mayer, 2011)

(Mishra & Koehler, 2006)

Complexity of technology for teacher Visibility/presence of teacher as on screen teaching presence Qualities of Video Teaching: Technology complexity vs. teacher visibility Woolfitt (2014)

Complexity of technology for teacher Visibility/presence of teacher as on screen teaching presence Teacher not visible & not recorded Teacher visible & not recorded Teacher visible and recorded Qualities of Video Teaching: Technology complexity vs. teacher visibility Teacher recorded but not visible Woolfitt (2014)

Complexity of technology for teacher Visibility/presence of teacher as on screen teaching presence TV/Film/ You Tube Clip Participate in Webinar Teacher not visible & not recorded Teacher visible & not recorded Teacher visible and recorded Qualities of Video Teaching: Technology complexity vs. teacher visibility Teacher recorded but not visible Slide Cast​ Woolfitt (2014)

Complexity of technology for teacher Visibility/presence of teacher as on screen teaching presence TV/Film/ You Tube Clip Participate in Webinar Teacher not visible & not recorded Teacher visible & not recorded Teacher visible and recorded Qualities of Video Teaching: Technology complexity vs. teacher visibility Virtual Classroom (recorded or not recorded) Teacher recorded but not visible Slide cast Woolfitt (2014) Skype/Face Time/ Google Hangouts (recorded or not recorded)

Complexity of technology for teacher Visibility/presence of teacher as on screen teaching presence TV/Film/ You Tube Clip Participate in Webinar Live Lecture Capture (teacher/ flip cam or technician) Unadjusted content Adjusted content, specially planned, re-scripted Web lecture (studio Rec. ) One shot, no edits Post production, editing, green screen, Teacher not visible & not recorded Teacher visible & not recorded Screen Cast Teacher visible and recorded Qualities of Video Teaching: Technology complexity vs. teacher visibility Virtual Classroom (recorded or not recorded) Teacher recorded but not visible Slide cast Know- ledge Clips Woolfitt (2014) Skype/Face Time/ Google Hangouts (recorded or not recorded)

Complexity of technology for teacher Visibility/presence of teacher as on screen teaching presence TV/Film/ You Tube Clip Participate in Webinar Live Lecture Capture (teacher/ flip cam or technician) Unadjusted content Adjusted content, specially planned, re-scripted Web lecture (studio Rec. ) One shot, no edits Post production, editing, green screen, Instruct ional video One shot, no edits Structured, scripted, post production Film/ Docum entary Simple production Multiple actors, location, complex pre and post production Teacher not visible & not recorded Teacher visible & not recorded Screen Cast Teacher visible and recorded Qualities of Video Teaching: Technology complexity vs. teacher visibility Virtual Classroom (recorded or not recorded) Teacher recorded but not visible Slide cast Know- ledge Clips Woolfitt (2014) Skype/Face Time/ Google Hangouts (recorded or not recorded)

Complexity of technology for teacher Visibility/presence of teacher as on screen teaching presence TV/Film/ You Tube Clip Participate in Webinar Live Lecture Capture (teacher/ flip cam or technician) Unadjusted content Adjusted content, specially planned, re-scripted Web lecture (studio Rec. ) One shot, no edits Post production, editing, green screen, Instruct ional video One shot, no edits Structured, scripted, post production Film/ Docum entary Simple production Multiple actors, location, complex pre and post production Teacher not visible & not recorded Teacher visible & not recorded Screen Cast Teacher visible and recorded Qualities of Video Teaching: Technology complexity vs. teacher visibility Virtual Classroom (recorded or not recorded) Teacher recorded but not visible Slide cast Know- ledge Clips Woolfitt (2014) Skype/Face Time/ Google Hangouts (recorded or not recorded)

Complexity of technology for teacher Visibility/presence of teacher as on screen teaching presence TV/Film/ You Tube Clip Participate in Webinar Live Lecture Capture (teacher/ flip cam or technician) Unadjusted content Adjusted content, specially planned, re-scripted Web lecture (studio Rec. ) One shot, no edits Post production, editing, green screen, Instruct ional video One shot, no edits Structured, scripted, post production Film/ Docum entary Simple production Multiple actors, location, complex pre and post production Teacher not visible & not recorded Teacher visible & not recorded Screen Cast Teacher visible and recorded Qualities of Video Teaching: Technology complexity vs. teacher visibility Virtual Classroom (recorded or not recorded) Teacher recorded but not visible Slide cast Know- ledge Clips Woolfitt (2014) Skype/Face Time/ Google Hangouts (recorded or not recorded)

Complexity of technology for teacher Visibility/presence of teacher as on screen teaching presence TV/Film/ You Tube Clip Participate in Webinar Skype/Face Time/ Google Hangouts (recorded or not recorded) Live Lecture Capture (teacher/ flip cam or technician) Unadjusted content Adjusted content, specially planned, re-scripted Web lecture (studio Rec. ) One shot, no edits Post production, editing, green screen, Instruct ional video One shot, no edits Structured, scripted, post production Film/ Docum entary Simple production Multiple actors, location, complex pre and post production Teacher not visible & not recorded Teacher visible & not recorded Screen Cast Teacher visible and recorded Qualities of Video Teaching: Technology complexity vs. teacher visibility Virtual Classroom (recorded or not recorded) Teacher recorded but not visible Slide cast Know- ledge Clips Woolfitt (2014)

Screencast Demonstration

Complexity of technology for teacher Visibility/presence of teacher as on screen teaching presence TV/Film/ You Tube Clip Participate in Webinar Live Lecture Capture (teacher/ flip cam or technician) Unadjusted content Adjusted content, specially planned, re-scripted Web lecture (studio Rec. ) One shot, no edits Post production, editing, green screen, Instruct ional video One shot, no edits Structured, scripted, post production Film/ Docum entary Simple production Multiple actors, location, complex pre and post production Teacher not visible & not recorded Teacher visible & not recorded Screen Cast Teacher visible and recorded Qualities of Video Teaching: Technology complexity vs. teacher visibility Virtual Classroom (recorded or not recorded) Teacher recorded but not visible Slide cast Know- ledge Clips Woolfitt (2014) Skype/Face Time/ Google Hangouts (recorded or not recorded)

Live lecture capture demonstration Video Teaching presentation OWD

(recorded or not recorded) Complexity of technology for teacher Visibility/presence of teacher as on screen teaching presence TV/Film/ You Tube Clip Participate in Webinar Live Lecture Capture (teacher/ flip cam or technician) Unadjusted content Adjusted content, specially planned, re-scripted Web lecture (studio Rec. ) One shot, no edits Post production, editing, green screen, Instruct ional video One shot, no edits Structured, scripted, post production Film/ Docum entary Simple production Multiple actors, location, complex pre and post production Teacher not visible & not recorded Teacher visible & not recorded Screen Cast Teacher visible and recorded Qualities of Video Teaching: Technology complexity vs. teacher visibility Virtual Classroom (recorded or not recorded) Teacher recorded but not visible Slide cast Know- ledge Clips Woolfitt (2014) Skype/Face Time/ Google Hangouts (recorded or not recorded)

Web Lecture Demonstration

Video Teaching Teaching via video in which the teacher plays an active role, is visible and audible, is recorded, and where the screen presence of the teacher plays an important element in the didactic process. (Woolfitt, 2014)

Research Question

What are the characteristics of support to assist teachers in the tourism team Inholland Diemen in developing ‘video teaching’?

Sub Questions 1.Qualities of ‘video teaching’? 2.Functions of ‘video teaching’? 3.Our current ‘video teaching’ level? 4.What support do we need? 5.Opportunities in tourism course?

Results 3

7 major themes emerged Transition point between old/new teaching Interaction with (HBO) students Web lectures and teaching Improving by learning from inside/outside Content Technology and the teaching process The organisation, resources and support

Qualities of video teaching Planned Linear Authentic Intimate Concise

X

Functions of ‘video teaching’? Engagement Communication Clarification Practice Archive

Preferred format of support? Workshop, training, web lectures Handbook, scenarios, video instruction Feedback, coaching, screen casts

T P C

V T P C

Prototype 4

Criteria for Prototype Small-scale training (3 workshops) 2-3 staff + technician and trainer Expert feedback, screening Next version

Sample preparation lecture for workshop

Workshop 1 View 5 micro lectures (about 1 hour viewing time) 1.Introduction to the workshop 2.The truth about web lectures 3.Making friends with technology 4.Making your PowerPoint 5.Pedagogy of a web lecture

Workshop 1 Practice recording video teaching Watch (and be watched by) colleagues In-depth feedback and reflection Plan next session

Workshop staff + technician and trainer Record actual web lecture(s) for practical use

Workshop teachers in team + technician (+ trainer) Plan options for video teaching in a course Series of lessons Didactic models

Further research 5

Run workshops Improve prototype Scale-up Online, MOOC, broader reach

Thank You!

Selected sources 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 De Boer, J. (2013). Learning from video: Viewing behavior of students. Enschede: Ipskamp Drukkers B.V. Filius, R., & Lam, I. (2009). Rapport evaluatie weblectures Universiteit Utrecht. Utrecht. Greenberg, A. D., & Zanetis, J. (2012). The impact of broadcast and streaming video in education. San Jose. Retrieved from Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Retrieved from Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. doi: /j x Sonicfoundry. (2013). Academic video at a tipping point. Madison. Retrieved from video-tipping-point-preparing-your-campus-futurehttp:// video-tipping-point-preparing-your-campus-future Stover, S., & Veres, M. (2013). TPACK in higher education: Using the TPACK framework for professional development. Global Education Journal., (1), 93–111.

‘Video Teaching’: An essential skill for lecturers in the 21st century Onderwijsdagen Rotterdam – Nov. 11th Brussels, Ministry of Education – Nov. 19th Workshop Video Teaching Inholland Community of Practice

Creative Business Media & Learning, Brussels 2014 Flemish Ministry of Education 19 th November 2014 Video Teaching An essential skill for 21 st century lecturers 78