{"id":287,"date":"2014-06-05T11:02:09","date_gmt":"2014-06-05T10:02:09","guid":{"rendered":"http:\/\/eastmidslt.wordpress.com\/?p=287"},"modified":"2023-01-04T15:45:21","modified_gmt":"2023-01-04T15:45:21","slug":"20-ish-ways-to-use-video-in-teaching","status":"publish","type":"post","link":"https:\/\/altc.alt.ac.uk\/blog\/2014\/06\/20-ish-ways-to-use-video-in-teaching\/","title":{"rendered":"20-ish ways to use video in teaching…"},"content":{"rendered":"
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Firstly… very many thanks to Dr Stuart Jolly, BSc Coaching and Sports Science Course Leader, Nottingham Trent University for all of these fabulous ideas which he shared with us at our Spring 2014 EMLT meeting. \u00a0He provided us with a video as part of his talk and while I could see everyone frantically scribbling to capture all of his great ideas, I thought I’d write them up to make sharing them just that little bit easier.<\/p>\n

So, on to the main part of this blog post… the 20-ish ways!<\/p>\n

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  1. ‘I’m sorry I can’t be with you’ messages – for those moments when you\u00a0just can’t be there but can send a video message along anyway, for example, providing a message for an Open Day you can’t\u00a0attend<\/li>\n
  2. Pre-induction welcome videos – sending out a video to students, welcoming them to the course and\u00a0helping new students navigate through the first weeks of their studies<\/li>\n
  3. Induction videos – allowing students to introduce themselves and\u00a0capture that to share with others<\/li>\n
  4. Creating post-induction video walls – combining all of the induction videos, a visual reminder about who’s who in your student community<\/li>\n
  5. Recording in-class activities – for later review, for example, group role plays where everyone is involved in the activity\u00a0and they don’t actually get to see the ‘whole’<\/li>\n
  6. Student sports projects – particularly useful for slow motion recordings of particular techniques so aid further analysis and understanding<\/li>\n
  7. Student assessment video projects – get students to make videos for assessment purposes, for example a video which captures what’s involved in particular coaching projects<\/li>\n
  8. Recording peer coaching for assessed portfolio – again, creating a record for later review of what was involved in a particular type of coaching<\/li>\n
  9. Recording external coaching for assessed portfolio – expanding the boundaries of the classroom and making videos on location<\/li>\n
  10. Developing students’ digital literacies with equipment –\u00a0for example, creating video tutorials on how to use particular bits of technology\u00a0such as scanning with copiers etc<\/li>\n
  11. Developing students’ digital literacies with tools – for example, creating short video tutorials on how to use services such a Mendeley for referencing<\/li>\n
  12. Developing peer staff digital literacies – supporting colleagues with simple tips and ideas to make their lives easier with technology, for example using macros in Word to create one-click entry of module details etc<\/li>\n
  13. Recording delivered sessions – for example, capturing a session delivered by colleagues from the Careers service to make available for students<\/li>\n
  14. Fostering course identity – sometimes it’s just good to record what happened during the life of the course to help students understand how far they’ve come (and how much fun they’ve had!)<\/li>\n
  15. Adding video to recordings – taking an audio recording and finding video to play underneath it can really help create a rich learning resource<\/li>\n
  16. Recording student presentations – for things that are delivered synchronously, video can easily capture them and provide an additional opportunity for critique and reflection<\/li>\n
  17. Reminding students what they’ve done – using a digital storytelling approach where photographs from across the course are put together with music \/ words<\/li>\n
  18. Putting it all together – videos don’t have to live in isolation from one another… get students to edit together their videos to create a video portfolio<\/li>\n<\/ol>\n

    So… 18… which is almost 20. \u00a0Hence ’20-ish’ ways Stuart’s used video in teaching!<\/p>\n