Ways How Video Can Be Used Best For Classrooms

by Neha Sharma Digital marketing head

Video streaming, as you are aware, has moved from the realms of entertainment into becoming a tool and catalyst for the development of both teaching as well as learning. It is fast becoming an integral part of modern-day education, simultaneously proving itself to be a highly profitable business proposition.

No matter which way you plan to look at or implement video streaming in your life or career, it can certainly benefit you better to know how video can be used to the best advantage in the classroom.

Surveys have revealed that in about the last twenty years, not only have videos been brought to greater and greater use in classrooms and pedagogy in general, but also to the higher level of satisfaction of teachers and students alike. Teachers have opined that not only does video help them to teach more effectively, but also more creatively.

Let us see how video streaming, and videos can be implemented to get the best results in classrooms – and thereby, in the business of both giving and gaining education, now.

Implementing videos effectively into classroom instruction would involve certain activities and preparation

1)   Before

2)   During

3)   Post

viewing.

Teachers, therefore, need to begin with

a)   Previewing Content

b)  Determining and establishing the purpose/s for the use of the video in teaching

c)    Deciding which video / part of the video would suit the purpose of teaching best

How valuable a video can be to education would be directly related to how well its content fits the sequence of instruction. 

Video/s can be brought into use

ü At the beginning of a lesson as a preamble or to arouse interest

ü During a lesson to illustrate certain points / situations / sections

ü After a lesson to review / reinforce the content.

If students are to be prepared to respond to videos as a tool for learning, and operate as active learners, they are to be integrated into a setting conducive to this arrangement, right?

As per reports, a study spanning six years and two school districts in Massachusetts has revealed that video is used in educational institutions for “Edutainment” – wherein it is used

·       To reward students for good performance / behavior

·       To give students a break from studies

·       For filling up some time

·       In order to keep students calm

This practice of passive viewing, and unquestioningly accepting the matter presented by the videos, reinforces in students the effects of growing up in a ‘video environment’.

Video content, however, has to be chosen most judiciously, and get accompanied by suitable instructional context or guidance, lest students tend to feel clueless or helpless in the context as they are watching it – like the way they might feel while watching certain programs or information on television.

It has been observed, through decades of research, that the factor that can determine the success or failure of an educational technology is not the technology itself, but the quality of the content presented by it.

What, therefore, has to be ascertained for the complete effectiveness of video as a mode of educational instruction is to select one that has

Ø Powerful

Ø Visually expressive

content.

Since video is essentially a visual medium, you can make the most use of it by capitalizing on the visual material that it can present.

Video can therefore be used to

ü Present visual evidence

ü Demonstrate phenomena / things / actions

ü Dramatize concepts / events

ü Appeal to emotions

When an educational video has cognitive modeling traits and instructional strategies encapsulated within it, it can help a student to comprehend matter clearer. Here are a few examples of how this can be done:

ü Videos with captioning can encourage learners to read, increase learners’ speed of reading, and ‘illustrate’, literally, what a student is reading – thus enhancing comprehension, retention, and recollection

ü Animation can be provided to explain / point out

ü Graphics can be brought into play to attract attention

ü Titles / sub-titles can be provided

ü The ‘zoom’ facility can be utilized to focus on important areas of the video / magnify details

Here are some positive points to seek when you evaluate a video:

ü Whether the content is appropriate for the age-group of the students it is intended for

ü Whether the presentation has enough variations to engage the students’ interest and attention and whether the medium of video is being utilized justifiably

ü Proper sections in which the matter has been organized / divided

ü If there are meaningful examples to explain the lesson further

ü The presence of open-ended questions

ü A healthy sense of humor

ü Chances for students to think for themselves

ü Scope for extension

ü Teacher guidelines

What can make videos less effective:

§  When there is an excessive use of non-visual elements to express ideas or explain matter

§  Too many slides / still frames

§  Visuals and audio / narrative not being in tandem

§  A soundtrack that is over-dramatic

What has to be kept in mind is that video is a medium that can convey information both visual and auditory in nature – therefore the audio-video modes have to work in perfect synchronization if the medium of the video is to be made most effective.

Whichever way you wish to utilize video streaming for education – as an entrepreneur, teacher, student, content creator – the pointers given above can stand you in good stead. You are most welcome to get in touch with us, too, at Ascentspark Software, should you need more information, or guidance related to video streaming – for a free consultation.

Our solutions are always customized.

Sponsor Ads

• Ad Space Available - Rent it Now!

Created on Nov 8th 2019 10:23. Viewed 351 times.

Comments