Creative Business Media & Learning, Brussels 2014 Flemish Ministry of Education...
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- Creative Business Media & Learning, Brussels 2014 Flemish
Ministry of Education Zac.Woolfitt@Inholland.nl 19 th November 2014
Video Teaching An essential skill for 21 st century lecturers
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- Overview 1.Video impacting education 2.Research into Video
Teaching 3.Results 4.Prototype 5.Further research
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- Video impacting education 1
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- Research 2
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- Masteropleiding Leren & Innoveren
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- Tipping point in education (Greenberg & Zanetis, 2012;
Sonicfoundry, 2013) Need for professional support (Filius &
Lam, 2009; Stover & Vrees, 2013)
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- Disconnecting the lesson (De Boer, 2013) Zone of possibilities
(Kereluik, Mishra, Fahnoe & Terry 2013)
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- (Guo, Kim & Rubin, 2014)
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- (Biggs & Tang, 2011; Colvin Clark & Mayer, 2011)
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- (Mishra & Koehler, 2006)
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- Complexity of technology for teacher Visibility/presence of
teacher as on screen teaching presence Qualities of Video Teaching:
Technology complexity vs. teacher visibility Woolfitt (2014)
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- Complexity of technology for teacher Visibility/presence of
teacher as on screen teaching presence Teacher not visible &
not recorded Teacher visible & not recorded Teacher visible and
recorded Qualities of Video Teaching: Technology complexity vs.
teacher visibility Teacher recorded but not visible Woolfitt
(2014)
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- Complexity of technology for teacher Visibility/presence of
teacher as on screen teaching presence TV/Film/ You Tube Clip
Participate in Webinar Teacher not visible & not recorded
Teacher visible & not recorded Teacher visible and recorded
Qualities of Video Teaching: Technology complexity vs. teacher
visibility Teacher recorded but not visible Slide Cast Woolfitt
(2014)
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- Complexity of technology for teacher Visibility/presence of
teacher as on screen teaching presence TV/Film/ You Tube Clip
Participate in Webinar Teacher not visible & not recorded
Teacher visible & not recorded 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 Woolfitt (2014) Skype/Face
Time/ Google Hangouts (recorded or not recorded)
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- Complexity of technology for teacher Visibility/presence of
teacher as on screen teaching presence TV/Film/ You Tube Clip
Participate in Webinar Live Lecture Capture (teacher/ flip cam or
technician) Unadjusted content Adjusted content, specially planned,
re-scripted Web lecture (studio Rec. ) One shot, no edits Post
production, editing, green screen, 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) Skype/Face Time/ Google Hangouts
(recorded or not recorded)
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- Complexity of technology for teacher Visibility/presence of
teacher as on screen teaching presence TV/Film/ You Tube Clip
Participate in Webinar Live Lecture Capture (teacher/ flip cam or
technician) Unadjusted content Adjusted content, specially planned,
re-scripted Web lecture (studio Rec. ) One shot, no edits Post
production, editing, green screen, Instruct ional video One shot,
no edits Structured, scripted, post production Film/ Docum entary
Simple production Multiple actors, location, complex pre and post
production 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) Skype/Face Time/ Google Hangouts (recorded or not
recorded)
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- Complexity of technology for teacher Visibility/presence of
teacher as on screen teaching presence TV/Film/ You Tube Clip
Participate in Webinar Live Lecture Capture (teacher/ flip cam or
technician) Unadjusted content Adjusted content, specially planned,
re-scripted Web lecture (studio Rec. ) One shot, no edits Post
production, editing, green screen, Instruct ional video One shot,
no edits Structured, scripted, post production Film/ Docum entary
Simple production Multiple actors, location, complex pre and post
production 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) Skype/Face Time/ Google Hangouts (recorded or not
recorded)
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- Complexity of technology for teacher Visibility/presence of
teacher as on screen teaching presence TV/Film/ You Tube Clip
Participate in Webinar Live Lecture Capture (teacher/ flip cam or
technician) Unadjusted content Adjusted content, specially planned,
re-scripted Web lecture (studio Rec. ) One shot, no edits Post
production, editing, green screen, Instruct ional video One shot,
no edits Structured, scripted, post production Film/ Docum entary
Simple production Multiple actors, location, complex pre and post
production 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) Skype/Face Time/ Google Hangouts (recorded or not
recorded)
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- Complexity of technology for teacher Visibility/presence of
teacher as on screen teaching presence TV/Film/ You Tube Clip
Participate in Webinar Skype/Face Time/ Google Hangouts (recorded
or not recorded) Live Lecture Capture (teacher/ flip cam or
technician) Unadjusted content Adjusted content, specially planned,
re-scripted Web lecture (studio Rec. ) One shot, no edits Post
production, editing, green screen, Instruct ional video One shot,
no edits Structured, scripted, post production Film/ Docum entary
Simple production Multiple actors, location, complex pre and post
production 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)
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- Screencast Demonstration
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- Complexity of technology for teacher Visibility/presence of
teacher as on screen teaching presence TV/Film/ You Tube Clip
Participate in Webinar Live Lecture Capture (teacher/ flip cam or
technician) Unadjusted content Adjusted content, specially planned,
re-scripted Web lecture (studio Rec. ) One shot, no edits Post
production, editing, green screen, Instruct ional video One shot,
no edits Structured, scripted, post production Film/ Docum entary
Simple production Multiple actors, location, complex pre and post
production 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) Skype/Face Time/ Google Hangouts (recorded or not
recorded)
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- Live lecture capture demonstration Video Teaching presentation
OWD
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- (recorded or not recorded) Complexity of technology for teacher
Visibility/presence of teacher as on screen teaching presence
TV/Film/ You Tube Clip Participate in Webinar Live Lecture Capture
(teacher/ flip cam or technician) Unadjusted content Adjusted
content, specially planned, re-scripted Web lecture (studio Rec. )
One shot, no edits Post production, editing, green screen, Instruct
ional video One shot, no edits Structured, scripted, post
production Film/ Docum entary Simple production Multiple actors,
location, complex pre and post production 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) Skype/Face Time/ Google Hangouts
(recorded or not recorded)
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- Web Lecture Demonstration
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- 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)
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- Research Question
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- What are the characteristics of support to assist teachers in
the tourism team Inholland Diemen in developing video
teaching?
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- 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?
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- Results 3
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- 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
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- Qualities of video teaching Planned Linear Authentic Intimate
Concise
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- X
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- Functions of video teaching? Engagement Communication
Clarification Practice Archive
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- Preferred format of support? Workshop, training, web lectures
Handbook, scenarios, video instruction Feedback, coaching, screen
casts
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- T P C
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- V T P C
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- Prototype 4
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- Criteria for Prototype Small-scale training (3 workshops) 2-3
staff + technician and trainer Expert feedback, screening Next
version
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- Sample preparation lecture for workshop
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- Workshop 1 View 5 micro lectures (about 1 hour viewing time)
1.Introduction to the workshop 2.The truth about web lectures
3.Making friends with technology 4.Making your PowerPoint
5.Pedagogy of a web lecture
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- Workshop 1 Practice recording video teaching Watch (and be
watched by) colleagues In-depth feedback and reflection Plan next
session
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- Workshop 2 2-3 staff + technician and trainer Record actual web
lecture(s) for practical use
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- Workshop 3 2-3 teachers in team + technician (+ trainer) Plan
options for video teaching in a course Series of lessons Didactic
models
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- Further research 5
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- Run workshops Improve prototype Scale-up Online, MOOC, broader
reach
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- Thank You!
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- 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
http://formulasi.googlecode.com/files/e-Learning.pdfhttp://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
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),
127140. Mishra, P., & Koehler, M. J. (2006). Technological
pedagogical content knowledge: A framework for teacher knowledge.
Teachers College Record, 108(6), 10171054.
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-futurehttp://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), 93111.
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- Video Teaching: An essential skill for lecturers in the 21st
century Onderwijsdagen Rotterdam Nov. 11th Brussels, Ministry of
Education Nov. 19th Workshop Video Teaching Inholland Community of
Practice
http://www.scoop.it/t/technology-in-education-by-zac-woolfitt
Zac.Woolfitt@inholland.nl
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- Creative Business Media & Learning, Brussels 2014 Flemish
Ministry of Education Zac.Woolfitt@Inholland.nl 19 th November 2014
Video Teaching An essential skill for 21 st century lecturers
78
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