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4 Steps for Using Educational Videos in the Classroom

4 Steps for Using Educational Videos in the Classroom

By Wendy Papkoff

We know from a recent Cisco report that 80 percent of Internet traffic will be video in 2019. To put this into perspective, the report sights, “It would take an individual more than 5 million years to watch the amount of video that will cross the Internet each month in 2019.”

As video becomes a growing part of our everyday lives, it’s natural to see it being used in the classroom now more than ever.

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According to the 2014 Project Tomorrow Report Findings, entitled Flipped learning continues to trend for a third year, when school technology leaders were asked about popular approaches to digital learning that had positive results in their schools 84% selected “digital content (includes videos, simulations, and animations).” And two-thirds selected “digital media tools for student content creation.”

What’s more, using this digital content benefits teachers and students alike. Many of our clients report that students become more engaged during a lesson and take ownership of their learning when video is used.

Teachers also report that using video makes it easier for them to differentiate instruction by allowing the student to control his or her pace of learning and providing multiple videos to various students based on learning styles and needs.

One of our clients, Blended Schools Network (BSN), has more than 10,000 pedagogical video assets for teachers in their collaborative to use. BSN recommends hat educators follow four specific steps when integrating video for blended learning—note that these steps come after you have the framework of a lesson.

Many of these steps could be applied to the use of a projector or smartboard in the classroom as well.

Step 1: Decide where the video will be used.

Will your video be used for direct instruction, with 3-5 minute video clips, at the beginning of a lesson, as a hook to engage students, and/or for the modeling or procedural instruction of a lesson?

Step 2: Decide how you’ll assess students’ understanding and accountability.

BSN recommends making this assessment through a quiz, game or reflection. You can also have students turn in their notes from watching the video.

For example, In-Video Quizzing is a great assessment tool. The teacher creates questions and determines when the quiz appears as an overlay in the video. They can design the formative quiz to provide students with answers before continuing with the video or set it up so answers are reviewed later.

Having an interactive video experience (questions that prompt students for a response), instead of a passive one, will help with student engagement. Combining In-Video Quizzing results with video analytics (e.g., average video drop-off rate) is a fantastic way for teachers to understand student accountability and student understanding quickly and easily.

Step 3: Decide whether you will make your own instructional video or borrow from another educator.

A good practice is to use both.

Borrowing is a great shortcut, if you can find appropriate material. I know, through my years of experience working with K-12 students, that there are a number of Open Education Resources (OER) that are available on the web—BSN, NASA, SAS Curriculum Pathways, Khan Academy, and many more. Some are even aligned to standards.

“Combining In-Video Quizzing results with video analytics is a fantastic way for teachers to understand student accountability and student understanding quickly and easily.”

However, there are advantages to creating your own content. One is the ability to personalize the learning environment. A video greeting or assignment feedback from you, as the teacher, makes it more personalized.

A good time to make your own video is when you have a unique lesson, and no pre-made OER video content is available. Making a video with a webcam or screen capture to share with students is relatively easy to do. Just remember to share it with other teachers at your school or district through a video repository to foster the OER initiative.

The right tools can make all of these steps easier. Many of our clients utilize in-video creation and editing tools that can be found in the user interface of our private/public video portal or one of our LMS video integrations. Having one solution for video creation, editing, storing, sharing, and curating helps teachers save time by not having multiple applications where you’ll need to switch back-and-forth between environments.

Step 4: Decide how you will share the video with your students.

As mentioned by BSN, posting the video to a web-based platform will make the video accessible throughout the school year, and enable you to pair it with an assessment or assignment. Alternatively, if you’re using video as a hook at the beginning of a lesson in the physical classroom, you could run the video off of your computer.

Try incorporating video into one of your lessons by following these four steps—the benefits are many.

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