2. They can demonstrate complex processes or concepts in
seconds
They often can enhance student concentration during
didactic lectures
They can be used for revision purposes for both students
and staff
They are very useful for practical-based subjects
Invaluable to distance learners
They can also be used for students assessments and even
feedback
Why use videos in teaching?
3. Videos for educational purposes generally fall into 2
categories:
1. Education film – this is footage that has been
recorded using actors or individuals in either a live
demonstration or scripted scene/s
2. Lecture/Screen capture – the process of recording a
live lecture (recorded with or without the lecturer
being visible, or students being present)
Types of Video
4. Whatever type of video used, you need to ensure that the
requirements are justified and the desired learning outcomes
are achieved.
Although it can be used to alter the mode of delivery to aid
student focus the use of video should be considered as a
learning activity in itself. This needs to be kept in mind whilst
constructing/amending your curriculum, and not seen as just
a supplementary tool to ‘retro fit’ into lectures.
To help with this JISC have the following recommendations…
Using Video for Education
5. “Before viewing it is important to prepare students for
what they are about to see and to introduce the broad
topic. Any parts of the video that you believe will
challenge students can be outlined at this time. Pre-
viewing exercises such as brainstorms may help to
focus attention.”
Pre-viewing
6. “Continuous interruptions during viewing risk breaking
concentration and should be avoided. However,
students can be given simple tasks to carry out while
watching a video which will help them to engage with
the video's content. A balance has to be found which
doesn't ask too much of students, but does help to
keep them active. Predefined pause points may also act
to engage students by eliciting opinions during the
viewing process.”
Viewing
7. “Many different types of activity might follow on from
watching a video. Content might be used to begin a
discussion, individual reports might be written from
different perspectives or students could role-play
further scenarios.”
http://www.jiscdigitalmedia.ac.uk/guide/using-video-in-teaching-and-learning
Post-viewing
8. There are 2 principle ways in which video can be delivered:
Physical media – e.g. DVD, Blu Ray, Pen Drive which can be
used in a lecture but incurs a cost if you require vast
numbers of students to watch the same footage.
Online – either by subscribing to an online video provider,
or if you have created a video you can post it on a
webpage to download or upload it to a dedicated
streaming video service so that it can be viewed ‘on
demand’ without the need for downloading first.
Methods of delivery
9. Cardiff Player is Cardiff University’s online streaming video
service. It removes the need for uploading the video files for
students to subsequently download in order to view them. It
works very much like ‘YouTube’ by playing them ‘on demand’
without the need (or ability) for others to download the
video. This is especially useful for any self-produced video
that you may not want copied or circulated.
To continue tutorial on how to use Cardiff Player, please click
on the ‘How to upload a video to Cardiff Player’ link in the
menu on the left.
Cardiff Player
