Research Revealed: How to Use Academic Video to Impact Teaching and Learning

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1 Research Revealed: How to Use Academic Video to Impact Teaching and Learning Some insights into theory and practice Inholland Research Centre of Teaching, Learning & Technology Sonic Foundry Webinar 23 rd February, 2016

2 1. Inholland 2. Masters research 3. Embedding video to activate students 4. Further research 5. Discussion

3 1. Inholland 2. Masters research 3. Embedding video to activate students 4. Further research 5. Discussion

4 1- Inholland

5 1. Inholland 2. Masters research 3. Embedding video to activate students 4. Further research 5. Discussion

6

7 2 - Masters Research Catching the wave of video teaching Supporting lecturers in the tourism team Inholland Diemen in developing video teaching skills

8 Context Impact of technology on higher education Increase in video use How should we use technology Lecturer role changing Support needed

9 0% 100%

10

11

12 Tipping point in education (Greenberg & Zanetis, 2012; Sonicfoundry, 2013) Disconnecting the lesson (De Boer, 2013) Need for professional support (Stover & Vrees, 2013)

13 Constructive alignment (Biggs & Tang, 2011)

14 Cognitive theory of multi media learning (Colvin Clark & Mayer, 2011) image credits: opened web

15 Video teaching Teacher plays active role Visible and audible Recorded Screen presence supports didactic process

16 Complexity of technology for teacher High Video Teaching: Complexity vs. visibility Transient Permanent Teacher not visible & not recorded Teacher recorded but not visible Teacher visible & not recorded Teacher visible and recorded Film/ Documentary Instructional video Web lecture Screen Cast Live Lecture Capture Student generated video Webinar Virtual Classroom Skype/Face Time/ Google Hangouts Video Clip You Tube Slide cast Woolfitt (2014) Low Visibility of teacher as on screen presence High

17 Complexity of technology for teacher High Video Teaching: Complexity vs. visibility Transient Permanent Teacher not visible & not recorded Teacher recorded but not visible Teacher visible & not recorded Teacher visible and recorded Film/ Documentary Instructional video Web lecture Screen Cast Live Lecture Capture Student generated video Webinar Virtual Classroom Skype/Face Time/ Google Hangouts Video Clip You Tube Slide cast Woolfitt (2014) Low Visibility of teacher as on screen presence High

18 Complexity of technology for teacher High Video Teaching: Complexity vs. visibility Transient Permanent Teacher not visible & not recorded Teacher recorded but not visible Teacher visible & not recorded Teacher visible and recorded Film/ Documentary Instructional video Web lecture Screen Cast Live Lecture Capture Student generated video Webinar Virtual Classroom Skype/Face Time/ Google Hangouts Video Clip You Tube Slide cast Woolfitt (2014) Low Visibility of teacher as on screen presence High

19 Complexity of technology for teacher High Video Teaching: Complexity vs. visibility Transient Permanent Teacher not visible & not recorded Teacher recorded but not visible Teacher visible & not recorded Teacher visible and recorded Film/ Documentary Instructional video Web lecture Screen Cast Live Lecture Capture Student generated video Webinar Virtual Classroom Skype/Face Time/ Google Hangouts Video Clip You Tube Slide cast Woolfitt (2014) Low Visibility of teacher as on screen presence High

20 Complexity of technology for teacher High Video Teaching: Complexity vs. visibility Transient Permanent Teacher not visible & not recorded Teacher recorded but not visible Teacher visible & not recorded Teacher visible and recorded Film/ Documentary Instructional video Web lecture Screen Cast Live Lecture Capture Student generated video Webinar Virtual Classroom Skype/Face Time/ Google Hangouts Video Clip You Tube Slide cast Woolfitt (2014) Low Visibility of teacher as on screen presence High

21 Complexity of technology for teacher High Video Teaching: Complexity vs. visibility Transient Permanent Teacher not visible & not recorded Teacher recorded but not visible Teacher visible & not recorded Teacher visible and recorded Film/ Documentary Instructional video Web lecture Screen Cast Live Lecture Capture Student generated video Webinar Virtual Classroom Skype/Face Time/ Google Hangouts Video Clip You Tube Slide cast Woolfitt (2014) Low Visibility of teacher as on screen presence High

22 Live Lecture Capture

23 Screen Cast 23

24 Web Lecture

25 Research question What are the characteristics of support to assist lecturers in the tourism team Inholland Diemen in developing video teaching?

26 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?

27 Research instruments Questionnaires in team (n=22) Semi-structured interviews (n=23) Focus group (n=1) Expert screening & appraisal Workshop evaluation (n=13)

28

29 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

30

31

32 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

33 33

34

35

36 Diffusion of innovation Rogers (2003)

37 Diffusion of innovation Rogers (2003)

38 Conclusions Resource intensive Diffusion takes time Momentum gaining Becoming normal

39 Recommendations Friendly and persistent Reduce complexity of technology Scale up with public workshops Patience Demonstrate benefits

40 1. Inholland 2. Masters research 3. Embedding video to activate students 4. Further research 5. Discussion 40

41 3 Embedding video to activate students How do I use web lectures to get my students active?

42

43 Ritchie & Crouch (2003)

44 ?

45 ?

46 Divide model into 40 Web Lectures Ritchie & Crouch (2003)

47 40 Web Lectures

48 ??

49 Ritchie & Crouch (2003)

50

51

52

53

54

55 ??

56 ??

57 ??

58 Sometimes it was boring to just keep on listening More info from teacher as in a real class Try to be more appealing Too many web lectures

59 Really great way of studying just the right amount Other teachers should make use of web lectures 40 is a lot, but in the case of the model, it is necessary I like preparing lectures in advance and then share with small groups It helps my learning It is all good Concise and to the point

60 Evaluation of web lectures (n=30) Using web lectures on the course is a good idea I found it easy to navigate through the web lectures (e.g. pause, increase/decrease speed, skip through the, lecture slides, I like using web lectures to study Watching the web lectures made studying easier Watching the web lectures helped me study to pass the knowledge exam Watching the web lectures improved my study results Agree Neutral Disagree

61 Viewing figures up to exam ?

62 Exam results

63 Exam results

64 Lecturer/Didactic Developer Feedback/Input Iterative creative process CoP CoP Students Students/ Researcher Development process

65 1. Inholland 2. Masters research 3. Embedding video to activate students 4. Further research 5. Discussion 65

66 4 Further research Measuring the didactic effectiveness of web lectures

67 1. Inholland 2. Masters research 3. Embedding video to activate students 4. Further research 5. Discussion 67

68 Discussion

69 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 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: Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Retrieved from 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 Woolfitt, Z. (2015). Effective use of video in higher education. Inholland. The Hague.

70 Thank you Please get in touch with feedback and questions Inholland Research Centre of Teaching, Learning & Technology Sonic Foundry Webinar 23 rd February, 2016

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