How to use video in your teaching
Videos can be used to provide an overview of a given topic, to explain contexts and connections, as well as for summing-up, joining the dots, and much more.
Students can pause videos, rewind them, and fast-forward over the things they don’t need to repeat. They can also watch a video as many times as they need or want. In short, videos can be excellent resources for learning.
Videos of conversations
Challenges related to the use of video
Video may sound like an ingenious solution, but be aware that there are also some challenges linked to its use:
- Some students prefer to have written texts, in some cases because it enables them more easily to speed read, take notes, annotate, insert marginalia and, not least, search within the text itself.
- A video deprives the student of an opportunity to ask questions ‘live’.
- Organising the viewing of a video can be a nuisance. For example, a student sitting in a public space, such as a classroom, has to organise high-quality headphones if he or she is going to get the full benefit of the video resource.
- Other factors include file size and cost. Large video files can become expensive if they have to be downloaded or played using mobile networks.
The implementation of universal design and the GDPR are also placing new demands on teachers as they try to develop video as an aid to teaching.
Video from UiA about Mayers 12 principles for making good videos: http://videoforelesning.no/ressurser/mayer/mayers-prinsipper-intro (norwegian).
Snarfilm: what earlier was called Norgesuniversitetet (DIKU) established the term "snarfilm" which is short teaching videos with focus on pedagogical use (norwegian)
Svend Andreas Horgen has a lot of experience with pedagogical use of video in teaching, learning and assesment. He can be contacted for guidance in the use of video.