Ways to Use Videos in Your Class

Last week I spoke to some of the Masters of Nursing faculty about the various ways video content can be used in a classroom. As I am new here to UW, I do not have a lot of openly available videos created by faculty to share. So I used some from faculty at Yavapai College. They show a variety of purposes a video may have. Instructional, an introduction, a useful aside, or an assessment of some work. I think it is a good representation of the types of videos we might create.

We created a single page handout trying to capture in a consumable format just the basic rational for creating video content for courses. It does matter what delivery is used. Face to face or online, there are many reasons that a short video can be something students can use to learn, or perhaps be inspired.


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For the many who are already engaged in creating videos, we know the tools. Tegrity, Panotpto, YouTube, Jing, your phone, or your friends phone, or some app on a tablet. Lots of options and none of the tools require a doctorate in bioengineering.

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Later this month I am headed down to Portland to attend a Quality Matters conference where I am to present about the value of faculty sharing their strategies for meeting the standards using short videos. We did that at Yavapai College and called it the March for Best Practice. I made a fancy website for the presentation. It looks like this. It was pretty successful. The vision was a wall of short videos that faculty could watch as other faculty described how they met the standards. Seems easy enough, right?

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I thought it would be a good idea for me to gather some other videos made by anyone willing to share before the conference so I could point to them and say, look, we can do this! But, I am having a heck of a time getting conference participants to share their strategies. Maybe as the conference draws closer I’ll get more involvement. On a slightly sad note, I am reminded again of the challenges of getting people to make videos of anything other than their cats. If you want to share how you meet a standard, you can by clicking here. 

 

I’ll See You at the DML Conference. Somewhere.

dml2016What a fantastic gathering of tinkerers, thinkers, crafters, and educational philosophers! The Digital Media and Learning conference in Irvine California kicks off today. But you know what, I am not there…

But I feel kinda like I am there. I know a number of the people attending. I see the tweets they send with links to resources. I watch the live session they offer for free. I interact on twitter and comment about the topics shared. And that is good. Mostly because I know I need to learn more about this internet and find how and why it is useful. The presenters and most of the participants at the event, along worth the many like myself participating from afar, know more than I do and I need to learn from them.

So what is this conference? Well, you can take a look at some of what they offer here. What is interesting about what they have done here is that they have instructor videos sharing what they heck they will be talking about. Imagine if our university had short videos by instructors talking about the classes they offered. What might a student learn from that? For better or worse, how might it influence their decision to take a class or not? Most colleges have like five sentences about the class available in print or online. That ain’t much. Seems like we could do better at explaining what we are offering and why it is valuable.

Anyway, the DML folks have some wonderful opportunities available on the web for this conference and I am going to take advantage of them.


Where can you learn?

If you are looking for some reading, here is a list of the articles people involved in the DML have written.

They have a heavy presence on Twitter. See Below.


Here is a playlist of the Ignite Talks from last year. No doubt they will have some other great sessions recorded on their YouTube channel located here.

You can the visit the live sessions being offered here with some folks who wander around the world of education and share conference session. You can follow them on Twitter @Vconnecting

“it isn’t a course, just a camp…” And that is Brilliant.

potcampbadge2The Program for Online Teaching, or POT as it is affectionately known, has been around since 2005. I think I saw it around 2007 or 2008. Having read some of the writing of Lisa Lane and seeing that it was a class for teachers, run by teachers, with a goal of learning more about how to choreograph learning opportunities, I was hooked.

POT was a gateway drug for me. Shortly after experiences in POT I dabbled with some #ds106. I never tried to mainline a MOOC, but I signed up for a few. Thankfully, I stayed away from Coursera, EdX, and the Kahn Academy. I just wanted friends to talk to and I found them in the Program.

Sometimes it is hard to see the road with the smoky haze created by modern “Learning Management Systems.”  It can feel like a small smoky car while the rest of the glorious internet rolls on by. But from inside the LMS, it is hard to even know if you are on the internet….

Alright, enough LMS bashing. Enough of the drug metaphor. There is more to learning that one book, one lecture, one discussion at a coffee shop or one tool. Right?

What I most admire about Lisa Lane is her commitment to trying to get it right. Or at least closer to right, and not being afraid of trying. She is fearless. She may not agree, but her fearless attitude envelopes the course and the participates feel safer with such an intrepid leader. Or organizer. Or whatever she might call her role in this group of people.

The community has travelled through the mediums of Facebook, G+, WordPress, Google Sites, and now Canvas. It has had conversations in Twitter, Hangouts, Diggo, and about every other tool that might improve experiences for learners. It is a voyage across the internet, not a conversation in a grain silo. And through all of the places and conversations, pedagogy and teaching are always held high and used to guide the travelers.

I learned a lot and I have made valuable connections and friendships through this course. You can too.

The Program is open to all and there is no charge.

You are invited.
We start Monday October 3rd.
Go here: https://canvas.instructure.com/enroll/APJCWL

You might meet someone who can help you. And if you do not want to have to take a class or go to a camp, you can always joing the Facebook page. It is active and you can ask questions that may be answered by the many awesome faculty there. Visit the POT page.

What Visual Aids Do You Use in Class?

I have often joked that my favorite week in school was the “using visual aids” week. When you go to college to be a teacher, using visual aids is one of the topics covered. I learned all about using visual aids in classrooms. Yeah, don’t laugh.

I use my eyeballs a lot and I like to touch things. So when a topic is being addressed I like to be able to touch it, or at least see it. Thank goodness for PowerPoint right? Does all that visual aid stuff for you right? Some colorful bulleted lists and maybe a picture or two and you got some kinda killer visual aids. Well, not really. Ask any student.

Some courses lean more towards easily accessible visual aids. Science courses for example. There are all kinds of cool things you can bring to class for science. Bones you find in your back yard, pretty flowers, or moldy bread. And the classrooms themselves are full of things to play with and touch. To smell and to get hurt using. Other courses, like psychology or advanced business courses may be more challenging. None the less, you can have fancy visual aids to help articulate and detail examples from the field of work you are studying in any course. It just takes some imagination.

Easy Access / Easy Consumption - The Wall E Model

I don’t teach English anymore. But when I did, I used serious visual aids sometimes. We usually call them “field trips.”  To me, they were just another visual aid that helped students better understand the multidimensional topics we covered. I had them draw the rock they saw in Bryce Canyon. I had them read about conservation in Yosemite. I used some big visual aids in my classrooms.

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Now I do “teacher training” and I really can’t use the phrase “visual aids.” Sounds like I am talking about middle school right? But not really. I employ fancy colors, big pieces of paper, and sometimes old t-shirts to really bring a point home. Yeah, keep laughing.

Sometimes, I use websites. But not store bought websites. My own websites. The difference there is like bringing store bought cookies to a party versus bring warm homemade cookies. You’re not laughing now, are you? And website are an interesting form of handout that can be shared many times over. Of course a website has limitations like anything digital. No smell. No texture. You can’t throw a website across the room or dance with it.

These visual aids can be employed in a variety of ways. You can use them in one on one conversations or in small groups. You could use them as rewards, or as ways to recognize outstanding performance. They could be online or held in a hand. They can be big or small. Fluffy or prickly. Smelly or cold.

What about visual aids in online classes? Well, you might just use the out-of-doors as a visual aid to help describe something.

What I enjoy the most is that time holding something that represents an actual artifact from the content being discussed. Then giving it to students to look at, to touch and feel. A tangible element to add dimension to the conversation. I know, I can think of a lot of examples for science or botany or anatomy. Even some for physics and math. But what about English? What about those times in psychology where you do role playing? Do you bring in hats and big horned rim glasses to help with the visual elements?

I have more questions about visual aids. Like is a guest speaker a visual aid? Is a field trip a visual aid? Is Skyping someone into the room a visual aid? Is asking another faculty’s class to come share some time with your class a visual aid?

Do visual aids make any difference? Learning is about making connections. Connections between ideas and things known and newly discovered. And these things are not just words in a bulleted list, they are often things that exist and can be touched. And that touching can be part of making connections more concrete. Because we remember what our senses encounter. And we sense the world with more than our eyeballs.