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Teaching & Learning with Video in Higher Ed
SWITCH Video User ForumUniversity of Berne - 30.08.2018
1 Point of Departure and educational Frame2 Proven Forms of Video in my Classes3 Two newer Forms – Live-Streaming and Video Feedback4 Experiences - Benefits – Challenges of Video Lectures5 Chances and Challenges of Video based Exams6 The supermassive black hole – how do
Students learn with Video?7 My great Ambivalence – Hypervideo8 Finally - "one last Thing" ...9 Literature
Dr. Wolfgang Widulle, Senior LecturerInstitute of Counselling, Coaching and Social ManagementSchool for Social Work @ UAS North Western Switzerland
Self Study
VideolecturesReadingsSelf tests and questions
Infrastructure
Questions & answers, case work, modeling, action planning, training, exchange, feedback
1 Point of Departure and educational Frame
Coaching-based Seminars
BA136 Casuistry: diagnostics & support planning
Weekly Courses
BA111 Communication, Counselling
Full Day Block Courses
BA300 Learning and Study Strategies
In-Class-Activities
Course Formats
Point of Departure
Bad results on tradtional lecturesChanging requirements to classesGreat groups (up to 70 Stud.)Few time - few creditsPrecious time in contact lesson
Practice & TransferTraining und reflection in daily lifeand professional practice
and suitable
Platforms
OLAT and SWITCHtubeDistribution of informationModule documentationCollaboration tools
Self- and Group-Learning Material
Videolectures + video examplesCase and workshop materialTutorials, instructions, checklists, tasks and more
Literature
Upcoming standard: ebooks with multi-user-licence
Educational Concepts
A Contact Lesson
„Sandwich“-Principle
Change of instructionand construction
Inverted Classroom
Individual knowledge acquisitionactivating lessions
Action-
Learning
requires activating
is composed of three parts
Competence-based Goals
Understanding, using, judging, creating ...knowledge in, e.g.- Learning and study strategies- Professional communication- Case management- Social group work
Role Play Video plus oral examLive-Role-play plus oral exam
Report on learning diaryCase-analysis / assistance planningdocumentation or presentation
Social Support
by peers & profs
Self Study
free & guided
Exams or Certificates
of Performance
based on
Refreeze
train & buildnew habits
Unfreeze
old patterns& views
Move
learn facts & procedures
2 Proven Forms of Video in my Classes
Tutorials for Learning-EnvironmentsHow we work in this class ...
How to train communication in groups ...
So you prepare for exam ...
à Optimizing learning strategies and the
à Fit of teaching offers and learning usage
VideolecturesStart with tasks or Cases
Overviews, facts & procedures
à Problematizing patterns & views
à Activating previous knowledge
à Preparing Readings
Typical Situations and solutions
Fokus on significant Episodes
New: Professional Videos, such as
made by Beltz Video Learning©
à Training of perception/dicrimination
à Lernen by watching experts
à Lernen from mistakes
à Social learning
Video Examples
Videos of training groups
Videodocumentation as Certificate
à (Peer-)Feedback
à Higher "resolution" in perception
à Protected action-trials
à See your students acting -
you'll be surprised
Roleplay Videos for Training and Exam
3 Two newer Forms - Live-Streaming and Video Feedback
Since 2017 – Video-Live-Streaming in big Lecture Halls
Give Videofeedback on Proof-readings and corrections toConcepts, Theses, Case documentations, presentations, even videos or websiteswith iPad-Screenrecording: text plus audio-comments
à Feedback on student productsà Low expense, prompt, sophisticated and personalà Students love it !!
Since iOS 11 – Videofeedback on Student Writings
Streaming of Roleplay or Live-ModelingiPad as Video Camera mirrored at Beamerwireless microphones direct to lecture hall speaker system
Equipment: iPad, iOgrapher Case and tripod, 2 Shure Bodypack Mics, Beamer, Sound System
à Make Roleplay audible and visible in big lecture hallsà Facilitate live modeling, exchange and feedback in big classesà Show your expertise (and failure ;-) as professional live
4 Experiences – Benefits – Challenges of Videolectures
Experiences Lenght of Videolectures – Complexity of Cognitive Mapping Slides
Tasks or narrative Formats in Videos? need time
Students love Video examples (of other students!)
Benefits More time for questioning, training, exchange in class
Better attendence of students in class, more student activity
deeper understanding, if serious learning with video
Consistency in big classes with many lectures - Vlc give a frame
Video library after the end of Modules
Available also for external professionals like praxis instructors
Challenges High production effort: 8 - 12 h pro 20 Min. Video Lecture
„Freezing“ of Knowledge and reproduction cycle
„Youtube-mode“ of consuming video à „Illusion of Understanding“
Sceptical collegues – face-to-face-Myths and teaching narcissm
ChancesLack of Feedback und sophisticated evaluationà Action-based peer- and lecturer feedbackcà Action-near and competence-based evaluations
Possibility to wind-rewind-pauseà Higher "resolution" observing videos than live-actionà Better performance comparism in videos
Exam videos as later example videosà Model learning from excellent peers
Video takes of Microcounselling-Episodesà Less intimidating as Live-Microcounsellingà Chance of Improvement and Learning in production of
exam videos
ChallengesData- and personality protectionà „Don't wanna see me at Youtube“ (never happened)
Artefacts by endless repeated video takes("It's not a Casting-Show")
Artefacts by focussing behavior and missing insightsà Insight and reflection on action is indispensable
Technical abilities of students and colleguesà from „digital dinosaur“ up to so called „natives“
Waterproof Exam Conditionsà „couldn't upload, no Internet, didn't find the Link,
login, password"...
Face-to-Face-Myths in teachingà „works only under contact / in relations“
Fatigue of assessing Videos instead of face-to-face-contact25 microcounselling videos à 20 Min. plus documentation:= 25 Std./ 3 Tage Video, Video, Video...Shure: there wil be no tools for automated evaluation.
5 Chances and Challenges of Video based Exams
Some Statements of my Students
Printing handouts, then viewing and personal note taking in Handouts is helpfulDownload of Videos and offline-Watching is comfortableStop and Go, Repeat not-unterstood Episodes, watch again helpsModulating Speed: Slow down - accelerate - repeat!Use as a video library is commonGreat variety in intensity of use - from Youtube-Zap-Mode to deep learning
The heart of the Learning - Processing and memorizing Information?Sorry - no idea...Cognitive overload - one of the risks - some complaints, unclear, how students cope with thatForgetting curve and sustainability of knowledge - unclear (as students can choose)Fatigue after 2 semesters weekly watching Widulle's videos - no student complaints
But for shure: Watching Video lectures kills reading texts.
6 The supermassive black hole – how do Students learn with Video?
Video has become a very natural, self-evident source of learning and knowledge in my classes.à No wonder - as Youtube, Vimeo and others have become a primary source not only for teens
... to learn rapping, dancing, singing, makeup, playing guitar, cooking and reparing things.
Hypervideo with h5p ivideo.education or other toolsEncreases effort per video again – enormouslytechnical requirements – highEducational concepts – sophisticated: "Know what you'r doing !!Steep learning curve!
7 My great Ambivalence – Hypervideo
Consulting Hour based on SWITCHinteract – using Video for Face-to-Face Communication
8 Finally "one last Thing" ...
SWITCHinteract embedded in personal Website
Facilitates personal exchange with studentsLowers Barriers for Face to Face ContactSaves journey time and expensesNeeds Mail before Web Conference
But: Still quite unusual and exceptional for students
Redirection to collab.switcheasy login as guest
Handke, Jürgen (2014). Patient Hochschullehre: Vorschläge für eine zeitgemäße Lehre im 21. Jahrhundert. Marburg: Tectum.
Leibniz Institut für Wissensmedien (2015). Lehren und Lernen mit Videos. Themenspecial https://www.e-teaching.org/praxis/themenspecials/lehren-und-lernen-mit-videos
Wahl, Diethelm (2013). Lernumgebungen erfolgreich gestalten: vom trägen Wissen zum kompetenten Handeln. 3. Aufl. Bad Heilbrunn: Klinkhardt.
Widulle, Wolfgang (2009). Handlungsorientiert lernen im Studium.Wiesbaden: Springer VS.
Software und Webseiten
SWITCHtube https://tube.switch.chScreenflow 8 https://www.telestream.net/screenflow/overview.htmCamtasia https://www.techsmith.de/camtasia.html
Für Mac und PC
6 Literature – Websites – Software
Recommended