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