catching the wave of video teaching - zac woolfitt - owd14

Overview

1. Video impacting education2. Research into ‘Video Teaching’3. Results4. Prototype5. Conclusions

1Video

impacting

education

2

Research

Masteropleiding Leren & Innoveren

’Tipping point’ in education (Greenberg & Zanetis, 2012; Sonicfoundry, 2013)

Need for professional

support (Filius & Lam, 2009;

Stover & Vrees, 2013)

‘Disconnecting the lesson’ (De Boer, 2013)

‘Zone of possibilities’ (Kereluik, Mishra, Fahnoe & Terry 2013)

(Biggs & Tang, 2011; Colvin Clark & Mayer, 2011)

(Mishra & Koehler, 2006)

Com

plex

ity o

f tec

hnol

ogy

for t

each

er

Visibility/presence of teacher as on screen teaching presence

TV/Film/ You Tube

Clip

Participate in Webinar

Skype/Face Time

Live Lecture Capture

(teacher/ flip cam or

technician)

Una

djus

ted

co

nten

tAd

just

ed c

onte

nt, s

peci

ally

pl

anne

d, re

-scr

ipte

d

Web lecture (studioRec.)

One

sho

t, no

edi

tsPo

st p

rodu

ction

, edi

ting,

gre

en

scre

en, Instruct

ional video

One

sho

t, no

edi

tsSt

ruct

ured

, scr

ipte

d, p

ost

prod

uctio

n

Film/ Documentary

Sim

ple

prod

uctio

nM

ultip

le a

ctor

s, lo

catio

n, c

ompl

ex

pre

and

post

pro

ducti

on

Teacher not visible

& not recorded

Teacher visible & not

recorded

Screen Cast

Teacher visible and recorded

Qualities of Video Teaching: Technology complexity vs. teacher visibility

Virtual Classroom (recorded or not recorded)

Teacher recorded but not visible

Slide cast

Know-ledge Clips

Woolfitt (2014)

Com

plex

ity o

f tec

hnol

ogy

for t

each

er

Visibility/presence of teacher as on screen teaching presence

TV/Film/ You Tube

Clip

Participate in Webinar

Skype/Face Time

Live Lecture Capture

(teacher/ flip cam or

technician)

Una

djus

ted

co

nten

tAd

just

ed c

onte

nt, s

peci

ally

pl

anne

d, re

-scr

ipte

d

Web lecture (studioRec.)

One

sho

t, no

edi

tsPo

st p

rodu

ction

, edi

ting,

gre

en

scre

en, Instruct

ional video

One

sho

t, no

edi

tsSt

ruct

ured

, scr

ipte

d, p

ost

prod

uctio

n

Film/ Documentary

Sim

ple

prod

uctio

nM

ultip

le a

ctor

s, lo

catio

n, c

ompl

ex

pre

and

post

pro

ducti

on

Teacher not visible

& not recorded

Teacher visible & not

recorded

Screen Cast

Teacher visible and recorded

Qualities of Video Teaching: Technology complexity vs. teacher visibility

Virtual Classroom (recorded or not recorded)

Teacher recorded but not visible

Slide cast

Know-ledge Clips

Woolfitt (2014)

Com

plex

ity o

f tec

hnol

ogy

for t

each

er

Visibility/presence of teacher as on screen teaching presence

TV/Film/ You Tube

Clip

Participate in Webinar

Skype/Face Time

Live Lecture Capture

(teacher/ flip cam or

technician)

Una

djus

ted

co

nten

tAd

just

ed c

onte

nt, s

peci

ally

pl

anne

d, re

-scr

ipte

d

Web lecture (studioRec.)

One

sho

t, no

edi

tsPo

st p

rodu

ction

, edi

ting,

gre

en

scre

en, Instruct

ional video

One

sho

t, no

edi

tsSt

ruct

ured

, scr

ipte

d, p

ost

prod

uctio

n

Film/ Documentary

Sim

ple

prod

uctio

nM

ultip

le a

ctor

s, lo

catio

n, c

ompl

ex

pre

and

post

pro

ducti

on

Teacher not visible

& not recorded

Teacher visible & not

recorded

Screen Cast

Teacher visible and recorded

Qualities of Video Teaching: Technology complexity vs. teacher visibility

Virtual Classroom (recorded or not recorded)

Teacher recorded but not visible

Slide cast

Know-ledge Clips

Woolfitt (2014)

Screencast Demonstration

Com

plex

ity o

f tec

hnol

ogy

for t

each

er

Visibility/presence of teacher as on screen teaching presence

TV/Film/ You Tube

Clip

Participate in Webinar

Skype/Face Time

Live Lecture Capture

(teacher/ flip cam or technician)

Una

djus

ted

co

nten

tAd

just

ed c

onte

nt, s

peci

ally

pl

anne

d, re

-scr

ipte

d

Web lecture (studioRec.)

One

sho

t, no

edi

tsPo

st p

rodu

ction

, edi

ting,

gre

en

scre

en, Instruct

ional video

One

sho

t, no

edi

tsSt

ruct

ured

, scr

ipte

d, p

ost

prod

uctio

n

Film/ Documentary

Sim

ple

prod

uctio

nM

ultip

le a

ctor

s, lo

catio

n, c

ompl

ex

pre

and

post

pro

ducti

on

Teacher not visible

& not recorded

Teacher visible & not

recorded

Screen Cast

Teacher visible and recorded

Qualities of Video Teaching: Technology complexity vs. teacher visibility

Virtual Classroom (recorded or not recorded)

Teacher recorded but not visible

Slide cast

Know-ledge Clips

Woolfitt (2014)

Live lecture capture demonstration

Com

plex

ity o

f tec

hnol

ogy

for t

each

er

Visibility/presence of teacher as on screen teaching presence

TV/Film/ You Tube

Clip

Participate in Webinar

Skype/Face Time

Live Lecture Capture

(teacher/ flip cam or

technician)

Una

djus

ted

co

nten

tAd

just

ed c

onte

nt, s

peci

ally

pl

anne

d, re

-scr

ipte

d

Web lecture (studio

Rec.)

One

sho

t, no

edi

tsPo

st p

rodu

ction

, edi

ting,

gre

en

scre

en, Instruct

ional video

One

sho

t, no

edi

tsSt

ruct

ured

, scr

ipte

d, p

ost

prod

uctio

n

Film/ Documentary

Sim

ple

prod

uctio

nM

ultip

le a

ctor

s, lo

catio

n, c

ompl

ex

pre

and

post

pro

ducti

on

Teacher not visible

& not recorded

Teacher visible & not

recorded

Screen Cast

Teacher visible and recorded

Qualities of Video Teaching: Technology complexity vs. teacher visibility

Virtual Classroom (recorded or not recorded)

Teacher recorded but not visible

Slide cast

Know-ledge Clips

Woolfitt (2014)

Web Lecture Demonstration

Video Teaching

Teaching via video in which the teacher plays an active role, is visible and audible, is recorded, and where the screen presence of the teacher plays an important element in the didactic process. (Woolfitt, 2014)

Research Question

Research Question

• What are the characteristics of support to assist teachers in the tourism team Inholland Diemen in developing ‘video teaching’?

Sub Questions

1.Qualities of ‘video teaching’?

2.Functions of ‘video teaching’?

3.Our current ‘video teaching’

level?

4.What support do we need?

5.Opportunities in tourism

course?

3

Results

7 major themes emerged• Transition point between old/new teaching • Interaction with (HBO) students• Web lectures and teaching• Improving by learning from inside/outside• Content• Technology and the teaching process• The organisation, resources and support

Qualities of video teaching

PlannedLinear

AuthenticIntimateConcise

(Guo, Kim & Rubin, 2014)

X

Functions of ‘video teaching’?

EngagementCommunication

ClarificationPractice

Repeating

Team ‘video teaching’ level

YouTube +++Skype+

Web lectures -Live lecture capture --

Screen cast --

Least preferred

Most preferred

Preferred format of support?

Workshop, training, web lectures

Handbook, scenarios, video instruction

Feedback, coaching, screen casts

V

T

P

C

4

Prototype

Criteria for Prototype

• Small-scale training• 2-3 staff + technician and trainer• View five micro lectures to prepare• Practice recording video teaching• Watch (and be watched by) colleagues• In-depth feedback and reflection

5

Conclusion

Further research

• Run workshops• Improve prototype• Scale-up• Online, MOOC, broader reach

Thank you!

Selected sourcesBiggs, 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

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

Filius, R., & Lam, I. (2009). Rapport evaluatie weblectures Universiteit Utrecht. Utrecht.

Greenberg, A. D., & Zanetis, J. (2012). The impact of broadcast and streaming video in education. San Jose. Retrieved from

http://www.cisco.com/web/strategy/docs/education/ciscovideowp.pdf

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

Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal

of Digital Learning in Teacher Education, 29(4), 127–140.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College

Record, 108(6), 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x

Sonicfoundry. (2013). Academic video at a tipping point. Madison. Retrieved from http://

www.sonicfoundry.com/white-paper/academic-video-tipping-point-preparing-your-campus-future

Stover, S., & Veres, M. (2013). TPACK in higher education: Using the TPACK framework for professional development. Global Education

Journal., (1), 93–111.

‘Video Teaching’: An essential skill for lecturers in the 21st century

Onderwijsdagen Rotterdam – Nov. 11thBrussels, Ministry of Education – Nov. 19thWorkshop Video Teaching Inholland Community of Practicehttp://www.scoop.it/t/technology-in-education-by-zac-woolfitt

Zac.Woolfitt@inholland.nl