When people talk about the use of video in education, people usually talk either about knowledge clips or about distance education via video conferencing. However, there is much more interesting to report about the use of video.
By increasing your knowledge of the various possibilities of video, both from a technical and a didactic perspective, you as a teacher are much better able to determine when and how you can best use video in your own teaching.
With the use of video you can significantly improve your teaching, especially if you encounter specific problems such as procrastination among students or a very different entrance level. Maybe your educational subject is a stumbling block and you want to do something about it. However, keep in mind that using video doesn't automatically solve these kinds of problems.
More than just knowledge clips
You can classify the options for using video in different ways. By delving into the differences, you can increase your understanding of the possibilities of video. Here you see a classification based on two characteristics:
By teacher
By student
Knowledge
A
C
Skills
B
D
The first characteristic concerns a classification based on the sharing of knowledge or the acquisition of skills.
Knowledge
The knowledge clips mentioned in the first paragraph are basically about sharing knowledge, such as explaining certain concepts.
Skills
Video is pre-eminently a medium to demonstrate certain skills. Consider, for example, a video showing how to install a laminate floor. Or think of the demonstration of a test or action in a laboratory. The moving image offers enormous added value. Another example: explanation of how a computer program works. Although these types of videos are also called knowledge clips by some, we prefer to speak of instructional clips.
The second characteristic concerns the source of the video, the teacher or the student.
By teacher
A teacher can produce a video themselves, but of course existing videos can also be used.
By student
Students can be asked to make a knowledge clip about a specific topic. In the video they demonstrate their knowledge about a particular topic.
However, it is also possible to have students make a recording in which they demonstrate their skills, for example giving a presentation or performing specific actions. These types of videos are very suitable for giving and receiving feedback, from which students can learn a lot.
Feeling and emotion
Often when video is used, only cognitive aspects are considered, while feeling and emotion (depending on the purpose of the video) can be very important. Think of commercials and spots for political parties. Here, however, as an example a short video about a table tennis club in Brighton. After watching this video, you will not soon forget the significance of this table tennis club for the social community.
Educational videos
Derek Muller has done PhD research on what makes an educational scientific video effective.
The results of his research are very surprising - see for yourself!
In the video below you can experience for yourself what the application of the knowledge from this research can mean.
Framework REC:all
The Framework REC: all shows in a schematic way how and for what purpose video can be used in education.
Sylvia Moes explains (in Dutch) in the video below.
Various reasons...
Video can be used in education for various reasons.
In the following chapters a number of goals with corresponding examples are mentioned.
In the final chapter, an example is worked out in detail, where we will see that a variety of goals were achieved.
This section provides examples of video clips that have been developed to support students in developing their skills and provides background information on how this has been used in education. This varies from skills for making a good plea, using a basilica, or developing information skills.
All clips given as examples have been used to give students the opportunity in their own time to prepare well for practicals or to deliver a final assignment.
1. Pleading Exercise
A total of 3 clips (in Dutch) were made for the Plea exercise course.
1. Tips for making a good plea
2. Tips for giving and receiving feedback
3. Presenting persuasively
By using these clips, students can optimally prepare for their final plea. During practice sessions they receive feedback from fellow students on their skills. They must watch the clips prior to practical training.
1. Tips for making a good plea
2. Giving and receiving feedback
3. Presenting persuasively
1.1 Plea exercise Intake
Intake form Video in Education
General
Faculty
Law
Course
Law
Field
Advocacy practice
Contact
Hedwig van Rossum
Function
Email and tel.
....
Engaged teachers
Hedwig van Rossum
Period
Period 4
Start date course(s)
start 2 februari
End date course(s)
Eind maart
Number of participating students
400-450 students
Content
Structure of the course
(HC/ WG/practicum/ZS)
The advocacy course consists of 3 training days with psychologists, during which the students are recorded during the 2nd training day.
Course learning objectives
See document study guide
What do you want to improve with the use of multimedia?
Better preparation for plea
Which activating methods do you want to use?
Clip is used as preparatory material so that students perform better during the Plea and can ask more specific questions.
What do you expect to achieve with the redesign/de
adjustment?
Quality of the final plea is increased.
Organizational & practical
Which tools are used to innovate the course?
General:
Video specific
Clips about presenting and giving feedback
What IT support is needed/desired
Independently or with the help of AVC
BYOD or book computer rooms
WIFI
· Microphone…
Experience with DLO?
Yes
Storage
(familiar with/wishes)
Own storage/Kaltura/Mymedia/BB
Evaluation/Monitoring
What and how do you want the
measure (learning) effects?
Evaluation and dissemination
e.g. include specific questions in course evaluation/video interviews with student and teacher; making lecturer and student clips available (within VU, outside VU, etc.)
Schedule
Guidance by SOZ (estimation of hours/determination of dates)
Number of hours of preparation for teacher (estimate)
Follow-up appointments
Intake: November
2e conversation: December 8
7 jan: conversation with AVC (Hans Wevers ?) (Hedwig elaborates the 2 clips in preparation)
29 jan: recording day? (reserve day: Feb 4?)
Visualization of design:
-
Comments/other
In addition to using the clips in the practice of pleading, the clips must also be used for the career office and for preparation as a mentor for the mentorship.
1.2 Advocacy Study Guide
Purpose course
In the Pleading course, students argue against each other for the first time (in front of a multiple chamber of the Court), after they have written substantive documents in anticipation of this on the basis of a specific case (criminal, private or constitutional/administrative law).
The course is regarded as one of the most important and toughest skills training courses in the legal bachelor's degree programme. Because a lawyer cannot do without presentation skills and persuasiveness, those who do not opt for the gown professions will also benefit greatly from this profession. Advocacy therefore provides skills that are indispensable in any legal environment.
The course has as learning objectives for the student:
The practical application of acquired theoretical knowledge about the applicable law, by applying this knowledge to issues derived from legal practice.
Being able to assess these issues on their legal, constitutional, social and ethical value.
The ability to take a well-founded position, to be able to formulate this point of view in a clear manner and to present it both in writing and orally on the basis of a logically valid, sound structure of arguments, with which an attempt is made to convince a judge or other body.
The effective and efficient use of relevant and current sources from legal (digital) libraries and databases to substantiate a plea.
Being able to connect legal practice with the social context in which the law manifests itself.
Being able to (adjust) control one's own and others' learning process, by giving and receiving feedback and then applying this feedback to improve one's own writing and advocacy.
Content
Students register for a field of law (criminal law, private law or constitutional/administrative law) and are divided into groups of 12 students per jurisdiction. They are then presented with a case, on the basis of which they first write a procedural document as a group and then individually a pleading note. Feedback on these written documents is given by a subject teacher, who supervises the student during the entire process. In addition to writing these substantive documents, the student is required to participate in three skills training courses, which are given by experienced psychologist-trainers. The course is concluded with a plea before a multiple chamber of the Court.
Assessment
The student is assessed on the procedural document written as a group, on the individually written pleading note and on the pleading in court. The written part (procedural document and pleading note) counts for 50% for the final grade and the oral part (advocacy in court) counts for the other 50%. If a pass is not obtained for the written component, the student will not be able to participate in the pleading at the hearing. To successfully complete Advocacy, the student must obtain a pass for both parts.
Literature
Ankie Broekers-Knol and Bart van Klink, "Pleitwijzer, succesvol pleiten in de praktijk". Bert Bakker, Amsterdam, last press.
Required prior knowledge
at least 100 Bachelor's credits, including the Legal Skills course
Other information
For questions for which the answers cannot be found in the study guide or in the syllabus: pleitoefening.rch@vu.nl.
Subscription procedure:
The course is taught twice per academic year: in the first semester (period 1 and 2, September-December) and in the second semester (period 4 and 5, February-May). Students register themselves via VUnet and choose a jurisdiction when registering. If the jurisdiction of choice is already full, another jurisdiction must be selected. There will be no post placement. After all, due to the entry requirement, the student is able to handle a case from any area of law, regardless of personal preference.
Please note: there is a registration deadline! You can register for the first semester until August 31, 2014, and you can register for the second semester until January 5, 2015.
For the first round of this course (first semester), the following applies: FULL=FULL. After the registration deadline has passed, registration for and participation in the course is no longer possible. Exemption requests for this course must be submitted to the Examination Board before the registration period closes.
2. Read judgment
How do you read a judgment? This clip (in Dutch) uses a practical example to explain step by step how to approach reading a judgment.
3. Legal Skills
1. Introduction
The project Knowledge clips legal skills aims to make improvements. By creating and making available instructional and knowledge clips on legal skills, students who write a paper, prepare a thesis plan or prepare a presentation, can receive appropriate education whenever they need it.
The aim of the project is to develop a set of knowledge clips on legal skills. Since legal skills is a collective term for various skills, they can also be taught to students separately from each other. This includes knowledge clips about writing a research plan, formulating a problem, drafting a correct and convincing argument, creating a clear structure and using sources.
From the Legal skills learning track, the teachers want to offer high-quality and even better education in a time of cutbacks in higher education. This project makes it clear to the student through the knowledge clips what the content and practice are of the different aspects of legal skills. Just when the student has to make a writing or presentation assignment, it is possible for him/her to pick up the knowledge clips again for support. As a result, lecturers do not have to give extensive instructions about the various written and oral skills during the contact hours, but can refer to the knowledge clips. This leaves more room during contact hours for, for example, professional discussions, while at the same time, thanks to the knowledge clips, extensive attention can be paid to the development of legal skills.
Moreover, uniformity with regard to legal skills within the program is guaranteed, because all lecturers use the same knowledge clips. Teachers can build on the general knowledge clips that this project aims to develop, if necessary and desirable, for example by making a subject-specific instruction clip.
2. How
The knowledge clips can be used in the different years of the Bachelor's and Master's degree program in Law and can be stacked as desired. When making the knowledge clips, we strive for broad support within the Faculty of Law, so cooperation between different departments is paramount. For example, the scripts for the knowledge clips are written in collaboration between the various departments and the knowledge clips are cross-curricular and can therefore be used in various courses, both in the bachelor's and master's phase.
Image: Snapshot while recording
Dissemination Project Video in VU education
3. Results
3.1. Relationship with Framework
3.2. Lessons learned
A positive point is that the recordings have ensured cooperation between the different departments. During the process, the teachers needed support and feedback on their scripts and their PowerPoint presentations. The tips the teachers received helped them improve the script and presentation.
The teachers experienced the feedback that they received during the recordings as pleasant.
The recordings were prepared and recorded under great time pressure. Communication about the planning helps enormously. It is clear to everyone what is expected. Important points for the teachers are the recording date, discussion of the script and presentation, turnaround time of a video production.
The teachers would have liked to know what the studio looks like so they know what to expect. Especially what you can expect in terms of support during the recording.
3.1 Resource usage
Three clips have been developed to make students more information literate when it comes to finding and referring to the right sources.
Part 1: How do I find good sources and how do I deal with them? (in Dutch)
Part 2: The usefulness of citing sources (in Dutch)
Part 3: Processing sources in the text (in Dutch)
3.2 Language and style
This clip (in Dutch) discusses:
language and spelling errors
writing style
Some tips are given at the end of the clip.
3.3 Research Question and Methodology
This clip (in Dutch) discusses how students can:
Being able to set up a research question
Choosing a Research Method
And argue for the reason for this choice.
4. Basilica
The clip explains what the basilica is and how students can use it for their teaching applications.
With video you can increase the prior knowledge of your students, so that they are better prepared for face-to-face education. This also prevents major differences in prior knowledge among your students.
1. Land ice in the Netherlands
By using this knowledge clip, the teacher wants to make his teaching more interactive and experienceable and activate the students more during contact time. The explanation during lectures was already narrative, but by adding images it comes to life even more, and the theory can be conveyed more powerfully.
The aim of the course is an introduction to landscape archaeology:
Students understand the distinction between natural and cultural landscape archaeology, and can see how they complement each other.
At the end of the course you will be able to understand and reproduce the basic concepts of the processes involved in the formation of the land.
In addition, at the end of the course, students should understand the importance of all processes and the formation of the land over time in relation to the location of archaeological sites by identifying the characteristics of the formation of the land by geological factor and/or process.
What do you want to improve and what do you expect to achieve with the redesign? (= target intervention)
Make education more interactive and experienceable; to activate the students more; the story was already narrative, but by adding images it comes to life even more, it is conveyed more powerfully.
Which didactic scenario do you want to use?
Knowledge clip in the form of spoken animation.
Function of video deployment in realizing learning activities/achieving the learning objectives?
To give the student a better understanding of landscape archaeology.
Organizational & practical (ICT)
What do you need to renew the course (hardware, software, facilities, support)
Equipment and software to create animation, plus audio recording.
Organisational aspects
The knowledge of an AV expert is required to make a good running animation.
Schedule
(Continued) appointments
Intake spring 2015
Registration clip September 2015
Delivery clip November 2015
Space for general report, comments/other
The animation was made for 1st year Landscape Archeology students, but can be used more widely within the VU, including FALW, where the teacher also gives lectures.
1.2 Study guide Landijs in the Netherlands
Introduction to Landscape Archaeology
Course code: L_BABAARC110
Period of time: Period 2+3
Credits: 6.0
Main language: Dutch
Faculty: Faculty of Humanities
Coordinator: dr. S.J. Kluiving
Examiner: dr. S.J. Kluiving
Teachers: prof. dr. G.L.M. Burgers, dr. S.J. Kluiving
Teaching method(s): Lecture
Level: 200
This module appears in the following studies: Archeologie - [a-b] - Vrije Universiteit Amsterdam
Goal course
The aim of the course is an introduction to landscape archaeology: you understand the distinction between natural and cultural landscape archaeology, and can see how they complement each other. At the end of the course you will be able to understand and reproduce the basic concepts of the processes involved in the formation of the land. In addition, at the end of the course you should understand the importance of all processes and the formation of the land over time in relation to the location of archaeological sites. At the end of the course you will know the characteristics of the formation of the land over time for each geological factor and/or process.
Content of the course
What is Landscape Archaeology? (WIL?): Spatial scale: landscape scale; Landscapes as object of study; The time dimension: the (very) long term; Methods and techniques (the survey; Remote Sensing, GIS); Interdisciplinarity Land Formation (VVHL): Introduction, geological timescale, plate tectonics, vegetation and climate; Land ice (landforms from the penultimate ice age: Saalian); Rivers (filling the delta in the Pleistocene and Holocene); Wind (landforms from the last ice age: Weichselien, incl. periglacial processes); Sea (Pleistocene and Holocene, sea level rise and coastal landforms); Peat formation (Holocene, peat covers the land); Man as a geological factor (Holocene: man intervenes).
Educational form
Lectures and exercises with paleogeographic maps during every lecture and beyond.
Presentations students.
Assessment
Written exam at the end of the course, atlas exercises during the course, and presentations at the end of the course.
Literature
(mandatory) Berendsen, H.J.A. 2011. De vorming van het land – Inleiding in de geologie en geomorfologie. 6e geheel herziene druk. Van Gorcum, Assen.
(mandatory) Bazelmans, J. Meulen, M. van der, Vos, P. & Weerts, H. 2011. Atlas van Nederland in het Holoceen. Uitgeverij Prometheus/ Bert Bakker
(mandatory) Renfrew, C & Bahn, P. 2012 Archaeology: Theories, Methods, and Practice, Thames & Hudson; 6th edition (April 2012)
(choice) De Mulder, E.F.J., Geluk, M.C., Ritsema, I., Westerhoff, W.E. & Wong, T.E., 2003. De Ondergrond van Nederland.
Target audience
1st year students Archeology (compulsory), 1st year students Antiquity (optional).
1.3 Evaluation and dissemination Land ice in the Netherlands
1. Background and Problem
The teacher wants to make the introductory course Landscape Archeology more interactive and give students more the feeling of “giving an experience”. He wants to convey his story more powerfully, so that students are better able to distinguish between natural and cultural landscape archaeology, and to show how they complement each other.
2. How
The teacher had a knowledge clip in mind to transfer this knowledge. He had also written a script for this, but it did not lead to a short and powerful story that he had in mind. The AV expert has made an animation based on his script and conversations.
3. Results
A clip was made of more than 8 minutes.
The teacher was so enthusiastic about the result that he will also use it in other subjects, but will also make the clip available for reuse with other teachers.
3.2 Lessons Learned
The development of the script took quite some time. The avc has gained experience in how you can guide teachers (better) or give advice earlier not to let the teacher but the editor work out/think about the script.
The creation of the animation took a lot of time (4 working days) but the result is worth it. The clip can be used in education for a long time and can be used more widely.
2. Magic of Symbols
An English knowledge clip about the meaning of symbols. The teacher has used this video to convey concepts about rituals to students at an earlier stage, so that they can go deeper into the matter during the contact time. This allows students to see connections between rituals and manifestations. They can then recognize, name and work these out.
Gain a deeper insight into rituals, the cohesion within rituals and the manifestations in current events.
What do you want to improve and what do you expect to achieve with the redesign? (= target intervention)
Use video to transfer concepts about rituals to an earlier stage, so that the subject can be explored more deeply during the contact time. This allows students to see connections between rituals and manifestations. They can then recognize, name and work out these.
Which didactic scenario do you want to use?
Video in the form of knowledge clips in combination with mind maps (students make themselves, this is a higher order learning objective)
Function of video deployment in realizing learning activities/achieving the learning objectives?
Make a clip about rituals (students must view these in advance, 'flipped classroom', so that there is more time for guidance and activating teaching methods).
Organizational & practical (ICT)
What do you need to renew the course (hardware, software, facilities, support)
AVC recording with green screen. Instruction from Sylvia on creating mind maps and the tool.
Organisational aspects
Point of attention: online instructional material should become available about various mind map tools.
Schedule
Follow-up appointments
AVC recording is planned.
Space for general report, comments/other
The teacher initially had 3 clips in mind to make, but due to time constraints, he went back to 1 clip.
2.2 Disseminatie Magic of Symbols
Dissemination Cultural Anthropology: Making the difference
The clip of Making the difference was used for the first time during a lecture (master Theoretical Orientation on Human Security deel 2). The theme of the meeting was to discuss the importance of anthropological research. The clip was a nice introduction to literature:
Mosse, D. (2015). Misunderstood, Misrepresented, contested? Anthropological knowledge production in question. Focaal 72:128-137.
Harrison, E. (2015). Anthropology and Impact Evaluation: A Critical Commentary. Journal of Development Effectiveness 7(2) 146-159.
Roerig S., Wesel van F., Evers S. J.T.M. and Krabbendam L. (2015) Researching children's individual empathic abilities in the context of their daily lives: the importance of mixed methods. Frontiers in Neuroscience 9:261.•Astuti, R. (2015). Implicit and explicit theory of mind. Anthropology of this Century, 13 (May).
Evers, S.J.T.M., J. Vadeboncoeur & B. Weber (2015) Situating Children’s Rights in Cultural Perspectives on Childhood: Intermedial Dialogue. Canadian Journal of Children’s Rights.Doel
The clip inspired the students to think about how they think they can make a difference themselves as anthropologists and how they would like to express this in their work after their education.
Each student discussed his/her ambitions and how they think they can make it clear to potential employers that they can thrive as an anthropologist in the position and think they can make a difference.
This exercise helped the students to flesh out their general plans more concretely. Last year the clip was not there and the story was not told to the students. The clip has made the students think very differently about how, as anthropologists in the making, they acquire attitudes and skills that they can use to create a clear profile of themselves that makes them different from other students.
Lessons learned
The teacher felt uncomfortable to see himself so large on screen. Afterwards she quickly moved on to the further goals of the college. While the students came afterwards to say that they thought it was a very good idea to highlight the work in this way. The students think that the clip makes the message more memorable and they also want to share the clip with other people they know to show them how anthropology can be used and why it is important to study anthropology in a time where diversity is more the rule than the exception.
The knowledge clip below is one of the clips produced by students to explain the value of nutrition in relation to human health. Students received clear instructions for carrying out this assignment during the introductory lecture.
In the file below you will find the work instructions that were available for students in the learning environment. They used this instruction to prepare for making the knowledge clips.
Video is great to use for a first acquaintance. Think of an introduction to people, to an organization, to a building. However, also consider a first introduction to the content of your subject. This way you can inform and enthuse students.
Prof. John Lee shows in the example below how he uses video in his teaching. In this case, no introduction to the content of a course, but to a specific teaching method that uses video.
There are subjects that many students have difficulty with: the so-called 'stumbling subjects'. Knowledge clips can provide welcome support for students in that case.
For example, Theo de Haan has made short instructional videos on a variety of mathematical subjects.
Better prepared students on the level of skills (Geoplaza and Google maps, integration of this in their presentations)
Students have to proof their skills on scientific discussions
Higher quality of interaction during field trips in Amsterdam
Improving the quality of the course due to the combinationof software and (en)rich(ed) materials, maps, filmfragments, blogs, use of open resources in archives
Increasing student’s satisfaction of course and getting more positive evaluations of course and teacher (teaching qualities).
Het arrangement Video in education is gemaakt met
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Presentatie over opdracht studenten tijdens introductiecollege
