Videos can provide an instant level of interest for any material. This is because videos invoke emotions and motivate students to learn in their own way. Videos can be used in course activities to promote deeper learning by helping students to pace themselves in learning about a topic, thinking critically and developing the knowledge to solve problems.
When using a video, consider the tips below to ensure that the course activity is as engaging to students as possible.
* Tip #1: Choose an appropriate video to use
If you are not creating your own video, then you will need to find videos online through a site such as YouTube. You can find instructional videos for any subject very easily. By using YouTube's search filters, you can narrow down your video searches to retrieve concise videos that will not bore students. Make sure to choose videos that use lively visuals to express the topic. These videos will grab students' attention and make them want to watch more. If you are using the video to demonstrate a topic, choose videos with well-lit screens and ones that do not have instructors with monotone voices.
* Tip #2: Decide on the purpose of the video in the activity
Before using a video, think about the following questions. Why do you need the video in the activity? What do you want students to do with the video's content? For instance, do you want students to-
--> watch and be inspired
--> watch and learn a concept
--> watch and be able to regurgitate jargon
Also, consider the cognitive levels the students will engage in. Using Bloom's Taxonomy (the original model or the Revised Bloom's Taxonomy shown below) can dictate how you present the activity to students. Most video activities involve using more than one cognitive level. Consider which Bloom levels your activity will require students to use. Ideally, a lower and a higher Bloom level is appropriate.
For instance, you could ask students to watch a video on a new topic (Comprehension / Understanding level) and then have them create a presentation to solve a problem demonstrating the topic (Application / Applying).
Other video-based activities might include asking students to view a video expressing an argument on a position (Analysis / Analyzing level) and have them either agree or disagree with the argument expressed in the video (Synthesis / Creating level).
* Tip #3: Motivate students to watch the video
Before using a video, think about the following questions. Why do you need the video in the activity? What do you want students to do with the video's content? For instance, do you want students to-
--> watch and be inspired
--> watch and learn a concept
--> watch and be able to regurgitate jargon
Also, consider the cognitive levels the students will engage in. Using Bloom's Taxonomy (the original model or the Revised Bloom's Taxonomy shown below) can dictate how you present the activity to students. Most video activities involve using more than one cognitive level. Consider which Bloom levels your activity will require students to use. Ideally, a lower and a higher Bloom level is appropriate.
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| Revised Bloom Taxonomy which explains cognitive levels. |
For instance, you could ask students to watch a video on a new topic (Comprehension / Understanding level) and then have them create a presentation to solve a problem demonstrating the topic (Application / Applying).
Other video-based activities might include asking students to view a video expressing an argument on a position (Analysis / Analyzing level) and have them either agree or disagree with the argument expressed in the video (Synthesis / Creating level).
* Tip #3: Motivate students to watch the video
Write a clear introduction for the video in the activity. Be sure to point out to students what they can expect to learn from watching the video and how this information will benefit them. Stress the relevancy of the video to students or how watching the video will give them a deeper perspective into something they may already know. If the video involves a "building topic" such as learning a technique, then point out to students where this information lies in the big picture of what they are learning.
* Tip #4: Decide HOW you want students to interact with the video
How do you want students to interact with the video's content? For instance, do you want them to interact as an entire class in a team or group activity after each person watches the video OR do you want the students to respond individually by engaging in a discussion forum?
Also, will you use directed questions or open-ended questions? Most of the times is a good idea to use directed AND open-ended questions whenever possible. Using directed questions about the video's content will ensure that students have actually watched the video and the open-ended questions will support deeper learning by encouraging students to think critically about what they've learned from the video. Either way, make sure to frame the activity so that students NEED the video to complete it.
Take a look at this short video (1:39) of a faculty member from Towson University in Maryland, talking about how she uses video in the course activities.
How do you want students to interact with the video's content? For instance, do you want them to interact as an entire class in a team or group activity after each person watches the video OR do you want the students to respond individually by engaging in a discussion forum?
Also, will you use directed questions or open-ended questions? Most of the times is a good idea to use directed AND open-ended questions whenever possible. Using directed questions about the video's content will ensure that students have actually watched the video and the open-ended questions will support deeper learning by encouraging students to think critically about what they've learned from the video. Either way, make sure to frame the activity so that students NEED the video to complete it.
Take a look at this short video (1:39) of a faculty member from Towson University in Maryland, talking about how she uses video in the course activities.
Do you have any ideas for using videos in your online or hybrid classroom?
Feel free to share them in the comments section below.
Additional Resources
I came across a nice definition on deeper learning from the Hewlett Foundation.
http://www.hewlett.org/programs/education/deeper-learning
The YouTube video from Towson University used is located at:
https://www.youtube.com/watch?v=DBnGrJ2NOd8
Image Credits:
Video (Pixabay.com), Revised Bloom's Taxonomy (WikiMedia Commons)
Articles related to this topic
I came across a nice definition on deeper learning from the Hewlett Foundation.
http://www.hewlett.org/programs/education/deeper-learning
The YouTube video from Towson University used is located at:
https://www.youtube.com/watch?v=DBnGrJ2NOd8
Image Credits:
Video (Pixabay.com), Revised Bloom's Taxonomy (WikiMedia Commons)
Articles related to this topic
