research revealed: how to use academic video to … research centre of teaching, learning &...

[email protected] Inholland Research Centre of Teaching, Learning & Technology

Sonic Foundry Webinar

23rd February, 2016

Research Revealed: How to Use Academic Video

to Impact Teaching and Learning

Some insights into theory and practice

1. Inholland

2. Masters research

3. Embedding video to activate students

4. Further research

5. Discussion

1- Inholland

1. Inholland

2. Masters research


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

Context

• Impact of technology on higher education

• Increase in video use

• How should we use technology

• Lecturer role changing

• Support needed

0% 100%

’Tipping point’ in

education (Greenberg & Zanetis, 2012;

Sonicfoundry, 2013)

Need for

professional

support (Stover & Vrees, 2013)

‘Disconnecting

the lesson’ (De Boer, 2013)

Constructive alignment (Biggs & Tang, 2011)

Cognitive theory of multi media learning (Colvin Clark & Mayer, 2011)

image credits: opened web

http://openedweb.com/blog/2010/06/30/text-and-graphics-in-multimedia-presentations/

Video teaching

Teacher plays active role

Visible and audible

Recorded

Screen presence supports didactic process

Co

mp

lexi

ty o

f te

chn

olo

gy

for

teac

her

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 generated

video

Low High

Hig

h

Live Lecture Capture

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Screen Cast

Web Lecture

Research question

What are the characteristics of support to assist

lecturers in the tourism team Inholland Diemen

in developing ‘video teaching’?

Sub questions

SQ1: Qualities of ‘video teaching’?

SQ2: Functions of ‘video teaching’?

SQ3: Our current ‘video teaching’ level?

SQ4: What support do we need?

SQ5: Opportunities in tourism course?

Research instruments

• Questionnaires in team (n=22)

• Semi-structured interviews (n=23)

• Focus group (n=1)

• Expert screening & appraisal

• Workshop evaluation (n=13)

Several themes emerged

1. Transition point between old and new teaching

2. Changing interaction: lecturers and students

3. Web lectures and teaching approaches

4. Lecturers self-reflection

5. Support from the organisation

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

Diffusion of innovation

Rogers (2003)

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

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1. Inholland

2. Masters research


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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40

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Divide model into 40 Web Lectures


40 Web Lectures

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//upload.wikimedia.org/wikipedia/en/f/fb/Yes_check.svg

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


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Watching the web lectures improved my study results

Watching the web lectures helped me study to pass the knowledgeexam

Watching the web lectures made studying easier

I like using web lectures to study

I found it easy to navigate through the web lectures (e.g. pause,increase/decrease speed, skip through the , lecture slides,…

Using web lectures on the course is a good idea

Evaluation of web lectures (n=30)

Agree Neutral Disagree

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Viewing figures up to exam


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Exam results

Iterative creative process

Lect

ure

r/D

idac

tic

D

evel

op

er

Development process

Feed

bac

k/In

pu

t

Students Students/

Researcher

CoP CoP

http://www.google.nl/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCO_gjZOr9MgCFcVGDwoddH0J3A&url=http://dthsg.com/design-thinking-method/&psig=AFQjCNEnFThPHq9K1_Zl7gtmQFacHeZy9A&ust=1446642965762200

http://www.google.nl/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCN-m_9eq9MgCFYKQDwodx0IP4A&url=http://fuckdieonzekerheid.nl/bio-auteur/&psig=AFQjCNHKF9MKhEjVbAyxwOUVDsJvpBcJBA&ust=1446642826199645



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1. Inholland

2. Masters research


4. Further research

5. Discussion

4 – Further research

Measuring the didactic effectiveness of web lectures

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1. Inholland

2. Masters research


4. Further research

5. Discussion

Discussion

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 http://formulasi.googlecode.com/files/e-

Learning.pdf

Day, J. (2008). Investigating learning with web lectures. Georgia Institute of Technology.

De Boer, J. (2013). Learning from video: Viewing behavior of students. Enschede: Ipskamp Drukkers B.V.

Grovo Micro Learning: http://www.grovo.com/science#microlearning

Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos.

Retrieved from http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf Research

Centre – TLT

Ritchie, J.R.B., and Crouch, G.I. (2003). The competitive destination: a sustainable tourism perspective. Wallingford: CABI Publishing.

Rogers, E. M. (2003). Diffusion of Innovations (Fifth ed.). New York: Simon & Schuster.

Woolfitt, Z. (2014). Catching the wave of video teaching. Master Thesis. Inholland, Diemen

https://www.inholland.nl/media/10251/woolfitt_catching_the_wave_of_video_teaching_mt_140716.pdf

Woolfitt, Z. (2015). Effective use of video in higher education. Inholland. The Hague. https://www.inholland.nl/media/10230/the-

effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf

[email protected] Inholland Research Centre of Teaching, Learning & Technology

Sonic Foundry Webinar

23rd February, 2016

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