Guided viewing of video

The goal is to guide students to watch videos actively - in other words, giving it their full attention. Drawing students’ attention to (and reinforcing) the most important concepts being presented is critical.

Strategies

Technologies & Resources

Strategy 1: Pose a question at the beginning of each video to provide context and to highlight what to expect, what to look for, and what think about.

Strategy 2: Present videos in short segments organised into concise, descriptively labelled links that include running times. This helps put content in context, sets expectations, and encourages viewing and review as students can ‘manage’ study loads according to time.

Strategy 3: Embed short graded or self-assessments either in the video itself, or at the end of each video. Alert students to the ‘take home’ messages by including one or two multiple choice questions or request an ‘action’ like posting to the course forum. This strategy also helps you quickly identify those students struggling with concepts.

Using video to encourage
in-depth discussion

This strategy encourages students to make a personal connection between video content and their own existing knowledge. It also encourages student-student communication, which is a critical aspect of teaching.

Strategies

Technologies & Resources

Strategy: Assign Video. After assigning a video, have students post to a discussion forum articulating:

  • A personal connection they may have with the video content
  • A new concept they have learnt
  • A confusing concept
  • A response to others’ posts on a confusing concept and making an attempt to explain the difficult concept
  • A connection with course content

Using video to trigger
critical thinking

Ideally, students come away from a class not just having memorized material, but having understood it well enough to discuss and apply it to novel scenarios.

Strategies

Technologies & Resources

Strategy: Assign two or three videos. Have students identify, compare and contrast content, concepts and evidence presented. Do they substantiate or refute course material?

Further build on this by having students post, and then comment on others’ work.

Video as a way to strengthen online
research skills and curation
of information

Strategies

Technologies & Resources

Strategy 1: View and Gather Assign a video, and then have students share a video they’ve located that either supports, defends, opposes or elaborates the assigned video.

Strategy 2: Critique and Scaffold Use these curated videos as discussion board posts, and have the class comment on how well the clips meet the selected criteria.