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>> Welcome to my presentation everyone.
My name's Hong Lin.
Today's presentation is about using videos
for teaching purposes.
I'm not going to talk about those technical things.
So I'm not going to teach you how to make videos.
How to edit videos.
Instead, I'm going to talk about how to use videos
for different, you know, purposes.
For example, using videos to engage students.
Using videos to do assessment.
So it's more pedagogically oriented.
So let's take a look at the agenda today.
Well first of all, I would like to give you one framework.
The framework is about the best practices
for teaching and learning.
Using that framework, we are going to talk
about how we can fit video uses into that framework, right?
Because many times I think, well we can have a strategy here.
A strategy over there.
But they're all scattered.
I'm the person who always wants to teach our students to look
at the forest, and then look at how trees fit
in the forest, alright?
The second thing I would like to share with you is
about when we have videos, it's not just the standalone videos.
You know, how do videos fit your lesson structure, alright?
So let's take a look at that.
And then number 3 is very important.
I'm going to introduce to you the internal
and external resources.
So internal resources at OU and some external resources.
For example, let me give you a hook.
I've got this question a lot.
For example, there's a very good video in YouTube.
But think about all the ads and distractions on the side.
You just don't want to share that URL
to your students anymore because of some inappropriate material
on the side.
But I'm going to teach you that one thing
that you can just block block all the distractions
and just have only one video you can use for your teaching
and learning purposes.
So that's one of the hooks.
And again, Q & A are welcome.
Please feel free to chime in.
So this is the framework.
What best practices for teaching and levels of interaction.
Imagine, face-to-face environments,
online environments; blended environments.
Okay when we talk about those learning environments, you know,
many times we think about those best practices.
You know, how can we engage students?
And actually, according to literature,
this is a very well established framework.
It says, no matter what learning environment is,
you should engage students in multiple levels.
The first one is a student versus content interaction.
Right? I know some of you are teaching online.
Some of you are teaching face-to-face.
Think about this.
We provide knowledge.
We provide content so students have opportunity
to interact with content.
That's very evident, alright?
And then go to the next level is the student
versus instructor interaction.
And at this level I'm not talking
about responding an email.
I'm more talking about providing effective,
constructive feedback.
For example, this is the gap.
This is the modest point that I think you need
to put more effort, right?
And this is the area that I think you struggle.
And let me help you.
And this is the, for example, the area I would like you
to work with your peers more.
So I'm talking about that kind of student
versus instructor interaction.
Alright? And then it goes to the next level,
which is the student-versus-student.
Or students; the peers yeah the peers level.
At this level, it's the most difficult.
It's the most challenging level.
Because it asks you
it probably will ask you for projects, yeah, student projects
or field trips or research collaboration.
So it's not only by yourself.
It's more with one stool too, or one too many.
So this is the most challenging phase.
Not just for students, but also for instructors.
Alright? And then the next level is student-versus-himself
or herself.
That is the level about self reflection, right?
You need to provide opportunities for students
to really digest what they have been given.
Yeah, internalize what they have been taught.
So that's the internal reflection process.
So according to literature,
if you want to evaluate a course in any instruction.
No matter what, in what format.
Usually that's the levels that you can go to.
Unfortunately, many instructors usually stay only
on the first and the second level.
We're all good including myself
we're all good at providing content to students.
And maybe facilitate a little bit like what do you understand?
What you don't understand, right?
We're good at that.
And sometimes students, you know, interact with us.
We answer questions.
But many times we ignore the last two levels of interaction.
Keep this framework in mind
as we move along for the presentation.
And also when we talk about using videos for teaching
and learning purposes, think about if you teach face-to-face,
and if you teach online, do you use videos the same way?
Or differently?
Alright? Sometimes it can be the same.
Sometimes it can be different.
Alright. Videos for instructional purposes.
There are two types of videos.
The first type is faculty-driven videos.
So faculty either find video or create videos.
So that is faculty-driven videos.
And the second type of videos is student-generated videos.
Students made their own videos.
So I'm going to talk about faculty-driven videos first.
If you look at the first one, it's deliver content.
Okay, use video use videos to deliver content.
We're all familiar with the first one.
But how about the rest?
Use videos to gain attention.
To set the stage of an activity.
To use videos for, you know, assessing learning.
And to use videos to provide feedback.
I'm giving you these options,
but I would like to hear some real examples from you.
If you have used videos before, can you give me one example?
For example, how to use videos to gain students attention?
Anyone?
>> You can do a welcome video to introduce yourself
to the student, but also to kind of get them engaged
and enthusiastic for what they're about to learn.
>> Okay.
>> So
>> Like a course introduction.
Yeah. Okay to introduce the course to gain their attention
about this course, alright, so that they know what is expected.
Wonderful.
Thank you very much.
Anyone?
>> To demonstrate a metaphor to something
that they can currently relate to?
To relate the content of the video with the course?
>> Okay. That's another good example.
Alright. Thanks.
Anything else?
>> I taught a lesson about like social psychology and concepts
of beauty, and we started out with
like a satirical video on Photoshop.
>> Uh-huh.
>> So it kind of set the stage for what we were
about to use in content.
>> Oh okay.
Okay. So these kinds of examples is like, you know,
setting up a hook, right?
Or it's not just the introduction of a topic,
but just setting up a hook so that students would
like to know more, you know, get to know more
and then want to do more.
So that's the purpose.
You know, using videos to gain attention.
How about using videos to set a stage for an activity.
What does it mean to set a stage for an activity?
>> Prime the specific content that you want to cover.
>> Mm-hmm.
>> So setting a stage as in I'm trying to relate,
like early on relating the content that you're going
to cover in a video to set the stage
for their understanding later.
>> Okay. Okay.
That's a good one.
Set a stage prior to a real activity.
So the videos that we're going to watch,
some of them are OU made.
You know, here.
And some of them are external.
So let's take a look at this one.
Think about whether this is a video
to set a stage for an activity.
>> So as we consider a real questions; a real case study,
like how do we distribute goods, in this situation.
Whether we are deciding to pay or not
to pay college athletes for their services.
It raises a series of questions.
It's a complex, moral problem.
And we want to develop our ability.
To break it down and to try
and decide what principals are at stake and why.
And as we do, we'll see emerge certain patterns
of moral reasoning.
Certain types of reasoning about justice.
Certain principals of justice that will recur over
and over throughout the course in different context;
in different societies.
We'll see principals like the principal
of voluntary market exchange.
In this case, you might say college athletes should be
allowed to be paid for their services.
They should be allowed to negotiate
and to sell their labor just like any other worker.
You'll see arguments about the greater good;
about utilitarianism.
Maybe our system would be greater if we did pay them.
We would have people try harder.
We would have a better athletic system.
We would et more pleasure, as a society,
out of our athletic system if we would properly pay the people
who are providing the services.
On the other hand you'll hear arguments about amateurism.
That there's something pure about connecting the pride
and loyalty that we feel
as a community towards our athletic teams.
Especially ones that are noble and worthy, like the University
of Oklahoma, Sooner football team.
And to keep that somehow pure of the commercialism, is essential
to what amateurism is.
And so you might say, in fact,
that the services they provide are not labor.
That they are somehow fundamentally different
from the kinds of goods that are exchanged in a market
>> I would like you to spend a couple of minutes to
let's imagine if you use this video in a classroom
traditional classrooms.
Or if you want to use this video for the online environment.
How would you use it differently?
Obviously this video set the stage, as I said, okay?
Here's the conditions.
Here are the questions.
Here are the arguments that you will hear.
What would you do?
Yeah, what would you do?
Students, what will you do?
What's your judgment?
Okay. The same video, if you use
the same video in the classroom setting
or the online environment.
How will you use it differently or the same?
I would like you to spend a couple
of minutes to discuss this.
The instructor sets the stage for a debate.
How are you going to use it in the classroom?
Because I just got a very good question.
Well if it if you are in the classroom already,
why do you need a video when you are in the classroom, right?
You're physically there, why do you still need a video there?
So that basically that's the question.
Any thoughts?
>> Well I'm a biologist and I teach a course on surveying
and [inaudible] worms and bugs and things like that.
And I can show them videos
and scientists working on coral reefs.
And all these things that we can't see.
I mean lab used to be preserved
>> Okay.
>> we have preserved things,
and now we can see all these little video clips [inaudible].
>> Mm-hmm.
>> So we see 6 or 8 videos each lecture.
>> Okay. There are some like pictures, images,
or 3Ds that instructors can't describe or can't, you know,
just present there visually.
So that helps.
Okay look at this video.
No visual images at all.
It's just a talking instructor.
So does it help?
>> Well it can.
I mean it's just like a long time ago
when we would use vignettes and things like that
to introduce concepts for a discussion.
You can use something like that to introduce a debate.
For me personally, I think you've oversold it a
little [chuckles].
Because you've reduced what students can talk
about by giving them all the sides of the conversation.
>> Mm-hmm.
>> But you know, in terms of just being able to introduce
we're going to have this debate.
This is what it's about.
This is what your these are the parameters
for the conversation.
There's nothing wrong with doing that.
You could do it face-to-face, but
>> Yeah okay [chuckles].
Any thoughts from this part of the room?
>> I think the video was essentially just a talking head.
And I think the professor
I don't think it's any different necessarily
what those two things we're offering.
I think maybe if the video was showing students
who were actually having a debate,
maybe that would have been better, but
>> Okay. Alright.
So the answer is no.
If I were physically in the classroom,
I wouldn't make a video like this.
I know some of you are teaching online.
So that's a different environment.
So how does the how do you use videos?
>> The way I use videos, I might have someone introduce
like an opposite side of something
that we've been covering in the textbook
or in the resources I was providing and then ask
within maybe the discussion or something
to have the students discuss the pros and cons
of doing it the way that was presented on a video.
>> So think of our input.
Here's my take.
I think the video is very useful,
although you all say no [chuckles].
I know. Okay.
But here's my take.
Think about the framework that I told you just now.
Student interaction at different levels, alright?
Okay that is regardless in what kind of environment?
Online or face-to-face.
Well for this video in particular,
I like it because it set a stage.
Yeah you can say the same thing again and again.
But think about maybe sometimes you cannot even cover all the
questions you would like to ask.
And actually under that video it has some specific questions.
We didn't watch all of them.
And that's one reason.
So it provides a little it diversifies a little bit the way
that you teach in the class all the time.
For example, this instructor has, let's say, 30 debates.
He has to set up the stage every time; every year [chuckles]
when the course is delivered.
So diversity of teaching, you know, even the same thing.
That's something important to me.
And second, think about the interaction of students.
Not just inside the classroom.
Think about the extension of the classroom, right?
This is online.
The stage is there.
The questions are there.
After the class, let's say students can only have 15
minutes to debate.
But after the class, the debate continues.
That's another venue for students.
Hey, we have an online format.
Please continue to go there and debate.
And as we all know, some students do much better
when they have time to think.
Process. Digest.
And write their thoughts down.
So I think that's an extension of student engagement, you know,
at the student-versus-instructor,
student-versus-student interaction.
>> Something else.
Class time is very precious.
And if it takes you 40 minutes to set up a debate
and you have 10 minutes
>> Yeah.
>> to debate
>> Yeah.
>> You might be able to shift that over
to like you would reading and then have the full class time
for interaction and questions.
>> Okay. Some faculty members use the videos for flip
I think we are hearing about flip
the term flip classroom a lot.
So this video can also, yeah, use to flip the class.
Students, please view this video before you come to the class,
because I have set the stage; I have asked the questions.
And now once you come in I don't even need
to spend 10 minutes with that.
It's just that we don't like talking heads, yeah.
Yeah that's for sure.
So when we talk about videos,
I'm not talking about video lectures.
Well, yeah, it's worthwhile mentioning that.
I'm not talking about video lectures.
I'm talking about video clips.
So like the video we saw is just like 1
and a half minutes to set a stage.
So thank you all for your input.
I would like to move to the next one,
which is to use videos to assess learning.
How can we use videos to assess student learning?
Anyone give me one example?
As I said, it's so obvious to deliver content.
>> I teach a plagues and people class
and I show them a show them a film on people epidemic.
And it's a lot of people in [inaudible] and Zaire dealing
with an outgoing or an ongoing epidemic.
And I have them take notes
about how an anthropologist would view this epidemic.
And they're supposed to base this
on some articles they've read about anthropology and epidemic.
>> Okay.
>> And so I can sort of assess whether they understood
that by their response to this video [inaudible].
>> Hmm. Mm-hmm.
That's a good way.
That's a good way to use videos
to check whether students understand specific things.
So that's like the activities, you know, to go with the videos.
Is that right?
>> Yeah.
>> Okay. Last year I worked with a faculty member
who was designing an open course at OU.
So she was looking at all kinds of fact videos.
Yeah, from YouTube and from, yeah, other, you know, venues.
She found a few and then she said, I really liked this one
because it covered, 1, 2, 3, 4 things.
But there are 2 things
that I don't think they make them right.
So two facts were wrong actually, or were outdated.
Can we make a new video?
Well given the time constraints.
Given the resources, just think about how much time,
for example, CT and XThought [phonetic] and OU can commit
to create new videos, right?
So I asked her, let's think about this; flip it.
Flip the idea.
How about you use this video as assessment video.
You design the activity.
For example, ask students to rate this chapter;
use this framework to critique this video and find
out that true/false statements.
Right? So in that way you don't need
to create a new video at all.
And by using the existing videos,
you not only save your time
production time university resources.
You also use videos not just to deliver content,
but use videos a little bit creatively.
So the instructor liked the idea,
so she designed activity just like that.
Just flipped the use of, you know, the videos.
Well let me show you one example a typical example.
Example 2.
Yeah, look at the title of the video.
It's like, Top 5 Tips for Graduate Engineers, right?
We have these kinds of videos all the time in YouTube.
It's like the summary of something.
Many times they are not absolutely right.
And this is the good opportunity
that you ask students to critique it.
To find something, or to add to, you know, the existing videos.
Right? So that it can save lots of time and resources.
Where I would like to focus is to suggest
that we diversify, you know?
When we design an activity.
When we use a video, think about those activities, you know,
that come with this video.
Alright. And back to the question that I asked you,
if you use the same video for online.
Or for face-to-face, are they same?
Are they different?
Yeah. So think about this.
I would suggest that the video, the content, may be the same.
But actually the way we use it can be very different.
Yeah. Alright, let's move to student-generated videos.
Student-generated videos.
Some instructors use it.
I've found that many instructors don't want to use it.
Not because not because obvious the benefits.
Not because they don't know it will be beneficial to students.
But it's more about logistics.
Where can I find a place for students to upload their videos?
In YouTube?
That probably is a little bit messy.
Right? Whether students understand how to use, you know,
video tools to make videos.
Yeah. So that kind of logistics.
If you look at the first one, student-generated videos,
for example digital storytelling.
That was a very popular strategy a few years ago.
You asked students to provide either audio or video way
to show whether they understand a concept.
Or you record, you know, their field trip and ask them
to write a summary or a research report.
Or language project.
That's more evident, right?
You ask students to, you know, for example,
imitate a correct pronunciation.
And then they repeat it and then they upload it somewhere
and compare.
Yeah. So another way to use video for students,
they can also role play what they have learned, yeah,
and then just demonstrate it.
Yeah if you are in the theater major,
probably that's more obvious.
When you ask students to do something and then record it.
My under was teacher education.
I remember those dates that we were heavily videotaped.
We all thought we did well until we saw the video [chuckles].
Yeah. Until we saw the video.
All the mistakes were magnified again and again.
So we were corrected that way.
So that's for the teaching and learning purposes.
Yeah. So I'm not going to watch my video
after I go back [chuckles].
Yeah so [laughter].
So anyway, another way for students to use videos is
to construct meaning with peers.
I would like you to give me some input on this one.
For example I give you examples here.
You can ask students to generate videos
so that they can share multiple perspectives.
They can use their video discussions
in discussion boards.
Or they can debate.
Have you tried anything like that before?
>> You know, I teach African-American Studies.
And I taught a class, African-American Education.
And I had students do digital projects.
>> Okay.
>> Where they can produce videos over an educational issue.
>> Mm-hmm.
>> And then they posted all those by a certain deadline.
And afterwards, the entire class would critique
>> Okay.
>> critique the submissions.
They didn't only have to do videos,
but a number of them did.
The one thing that the students commented most
about is how much they had to think
about what they were saying, and how much they had to think
about the process of making the video.
It wasn't something they could just sit down and knock out.
>> Mm-hmm.
>> You know, they had to stop.
Restart. And it, you know, it was a lot of work.
And then too, critiquing one another made them a lot more
I wouldn't say lenient, but understanding [chuckles].
>> Yeah.
>> Of the effort that went into the projects.
And so the kind of comments they made, they were critical
and mostly focused on content issues.
>> You gave us a very good example
that student-generated videos does not necessarily
mean easier.
Easier to do it.
For example, if we just record a performance,
that's easier right?
Because it's just there.
But the example that you gave us involves student planning
of everything.
Understanding everything.
Generating everything.
Before they come up, it's like the research project.
You start from everything, right?
And then you narrow it down, down, down,
down to one specific point.
Yeah. So that's a good example.
I would like to show you another student-generated example.
>> So Jackie there are many great, narrative resources here
at the Western History Collections.
But I was wondering if I could actually look at some pictures
that might help me understand what was going
on in Oklahoma about this time?
>> Oh sure.
Yeah. Photographs provide a really great visual record.
It's really good to read about something, but it's sometimes
looking at that picture really kind of makes it come to life.
>> Okay.
>> We're going to be at digital.
libraries .ou.edu again.
>> Okay.
>> And go into Western History Collections.
And this time we're going to go
down to the photographic archives.
>> Great.
>> We're going to go into the gallery link.
And just know that this is just a gallery.
They're thumbnail images.
And so they can't be blown up or downloaded or anything.
It is just kind of a thumbnail; browsing type of situation.
>> Okay.
>> Our gallery defaults
to an alphabetical sort-by-collection
>> So we can see a student is interviewing a librarian, right?
On the surface it's about how to use library resources.
But before the student this student could do anything
like that, yeah just as like what you said
she needed to plan something.
Maybe yeah, she needed to submit an outline
of the interview to the instructor.
She needed to read, you know, she needed to do her research
about specific guidelines that she would
like to learn from the library.
So it's not a stand alone video.
So lots of planning for, you know,
for the sake of the instructors.
Overall, whether it's faculty-driven videos
or student-generated videos, three phases needs to mention.
The first one is, as instructors,
you need to think about, you know,
before viewing the videos what kind of things you would
like the students to prepare.
It's not just a stand alone video.
You ask them whether you would
like to introduce the background;
you would like them to do something.
And during the viewing, literature has suggested
that if you have a relatively longer video,
for example 10 minutes, yeah, technically if possible,
you know, there should be a break somewhere.
I'm not talking about 2 parts.
I'm talking about, for example, in the middle
of the video you could ask some questions.
You could have some cutaway images so that students,
you know, the memory won't just go linear.
Yeah. You have some, you know, stimulus for students
to keep engaging; watching.
So that's what the viewing during a long
relatively long video are about.
And the last thing is post-viewing.
That is the activities that we talk about.
Okay, don't just ask students to watch a video
and maybe ask a few questions.
Ask them whether they could come up with either a report,
a critique; things like that.
Resources.
Okay this is a favorite part.
So external resources.
The most common one we all know is YouTube.
But I would like to introduce QuietTube.
So when you google and type
in QuietTube you will see this page.
Drag and drop QuietTube.
And then you go to a YouTube video.
Any one. And then every time you show this video,
all the distractions on the side, they all disappear.
Yeah. It's only one video that you would
like to show to students.
And then internal resources here.
The library is doing a video trial.
It's called film on demand.
And OU just bought My Media,
[inaudible], and OU re-branded it.
It's My Media.
That's the video space that you can upload all the videos.
Your students can upload all the videos without, you know,
going through this in YouTube.
So that's a very useful place to go.
And CT Center for Teaching Excellence
provides video training.
This semester we're going to hold your hands
from planning, production, editing.
All doable.
Yeah. It's not a very advanced, you know, technology training.
But those that will ensure certain type of quality
for faculty members as well.
That's it for today and thank you very much.
I hope you can take away one thing from this presentation.
Again, thanks for your time everyone [applause].
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