Uses of Video in Classes
Your class recordings or the live session recordings are videos that can be used to reinforce learning. Below you will find some ideas on how you could use those videos to expand students’ engagement with the content and what happened in your class.
|Engaging use of video lecture or other videos
|USE OF VIDEO
|HOW TO IMPLEMENT
|1- Check understanding
|After watching video students have to …. before coming to class, (The responses are used for class interaction later)
|a. Respond to a set of quiz questions
|Use the quiz responses to poll students’ understanding, to clarify or expand concepts
|b. Agree or disagree with a set of statements that are explained or implied in the video
|Start the class (live session or f2f) by grouping students based on their response and have them elaborate on their choice
|c. Make a choice (for/against ) and (come to class ready to) explain why
|2- Trigger discussions online or in class
|After viewing the video, have each student post the following to a discussion board; or discuss in class
|a. A concept that was new to him/her.
|After responding the student has to find another classmate response that is similar, contrasts with his/her own
|b. A concept that s/he found confusing (and why).
|After responding the instructor’s prompt, the student has to respond to another student question or comment
|c. A concept that, in the student’s opinion, relates either to the course text or to a previous class discussion (and how).
|d. A concept that relates to the student experience
|e. A response to at least two classmates that attempts to define or explain the concept classmates found confusing (based on independent research if necessary).
|3. Promote critical thinking and discuss in class or online
|Have students identify, compare, and contrast the concepts presented in each.
|a. How are concepts similar? How are they different?
|Optionally, have students post their work to a discussion board and comment on their classmates’ comparisons.
|b. Which concepts are expanded, substantiated or refuted by course text or other course materials
|c. What is missing? (concept, image, explanation) What is needed?
|d. If you had to expand on this video, what would you add?
|4. Springboard students’ detective skills, or curiosity
|Have students post questions that have been inspired by the video
|a. What would you like to learn about this besides what you saw/heard?
|Students vote for/ or respond to other students’ questions, or comment on them
|b. After watching this, what are you curious about?
|c. What would you like to ask to the presenter/character/people in the video?
|5. Strengthen research skills
|Have students locate (and present to the class) text, audio or a second video related to the instructors’ video
|a. A second video that supports, defends, opposes, elaborates on, the original video
|Ask students to comment, via discussion board, on how well the clips/artciles shared by their classmates met the selected criterion.
|a. An article that supports, defends, opposes, elaborates on, the original video
|Students vote on other students’ choices
|c. Use students’ “found” videos, articles, as the basis for class discussion.
|6. Interacting with video (in-video questions)
|Embed questions inside the videos, that require students to respond before they move on
|a. Use in-video questions for a quick check of understanding before moving on
|Question acts as stop the reel and then move on, no action required
|b. “are you awake” kind of questions
|c. What would you do in this case?
|Immediate feedback: either in text or video, instructor explains the possibilities after the student responds. Feedback or video can be different depending on students’ choice.
|d. If you had these pathways/ options, which one would you choose
|7. Video as the backbone, telling a story with video
|Video is embedded in content and assessment. The student goes through video, text, and tasks as part of every lesson.
Follow these instructions to create your own videos or use the class videos you record in Zoom. Or you may also use videos from the Gies video catalog.