Designing and Using Videos in Undergraduate Geoscience Education

Instructional PracticesApril 4, 2014

Workshop Conveners & StaffKatryn Wiese, City College of San FranciscoDavid McConnell, North Carolina State UniversityMolly Kent, Science Education Resource Center, Carleton College

Program

1. Review of online discussion (homework) -- Katryn Wiese (10 minutes) - What is the most effective way to use video in courses and how do we know they are effective?

2. Workspace pages TOUR -- 5 minutes for each group to review their efforts. (20 minutes)

3. Pedagogical Research and Assessment -- David McConnell -- Research about designing effective video-based learning materials, and assessment of their effectiveness at supporting learning (30 minutes)

4. Q&A (15 minutes)

5. Homework assignments for next month’s session

6. Break-out groups project work (45 minutes)

UPLOAD YOUR VIDEO

REVIEW OF ONLINE DISCUSSION AND OF INSTRUCTIONAL-PRACTICES ANSWERS

TO REGISTRATION AND SURVEY QUESTIONS

What is the most effective way to use video in courses?

How do we know video use is effective?

Video tutorials (How-To):• Takes a lot of time

Good tips and tricksGreat to pick up ideas from others

HOW WE CURRENTLY USE VIDEO IN EDUCATION:

• In class: integrated into lecture or to break up lecture (20)

• After class: homework, review, or practice (20) • Before class: homework and/or to support flipped class (18)• Students make their own videos as homework (7)

Comments: In the past, I had students create their own videos, but I continue to grow concerned that the time involved by the student takes away from my overarching goals of the course and negatively impacts their learning.

For student-created videos… they learn the material better when they have to teach it. But when the lesson is recorded, the student has to be even more selective in the language they use and the material they select to illustrate their points. These actions help the material to move into longer term memory.

DETAILS:

Outside-of-class• Preparation for in-class exercise/lab/discussion (combined with worksheet to complete or

survey to fill out -- see Laura Guertin’s discussion thread)• Replacement of class when instructor travels• Preparation for in-class exercise or lab• Replacement of class when traveling or to FLIP a class• Reproduce a lab/field experience • As lecture supplement and/or review• Respond to student questions or “walk” students through homework assignments• LIVE, interactive for office hours and exam review online

Inside class• Clips to demonstrate key, complex, and/or dynamic concepts• Show clip of TV news story or interview with scientists

Both -- Predictive videos -- Students watch part I, make a prediction, and then see part II

Training videos – (Professional Development on demand) ex. Inspecting well boreholes

Research• Use in research talks (e.g. crystallization of lava videos on my YouTube channel)• Analog models of tectonic processes• Time-lapse video to demonstrate processes slowed down or sped up

Outreach -- development of online information for the public about our work.

may have follow up assessment activity

Principal benefits and impacts of adding videos to your courses

• Frees up class time for more peer-and-instructor-assisted problem solving, interaction, and discussion – with better preparation (8)

• Visualizes/experiences natural, field, and lab processes in class (when demos are impossible) (7) – especially time lapse and slow motion and difficult-to-access locations or expensive time-consuming demos

• Provides self-paced after-class resources that can be used to make up missed class, prepare for exams, or allow for asynchronous learning (6) – thereby saving time and money

• Appeals to different learning styles and thereby increases student interest (4)

• Allows for face-to-face time in online classes. • Demonstrates humanity (putting a face to the scientist

and/or instructor) (2)• Increases authenticity and buy-in by hearing from an

outside "expert" • Increases retention and pass rates

IMPACTSStudent evaluations/surveys• Students like the videos and appreciate the effort I put in to

make them. They find value in the ability to go back and forth in video presentations and (5) -- These surveys also indicate that some students find the current screen capture of powerpoints boring. Also, several students seem to assume that attending class is not necessary when lecture videos are posted.)

• Students in my face-to-face class state that they prefer me running the class to the use of videos to present information, they cite greater enthusiasm in class and better interaction.

• I've actually had students say on course evaluations that they are upset that I do not show entire 2-hour long films, which is incredibly frustrating on my part!

• Students had more confidence doing math problems associated with the labs after they used the videos.

IMPACTSObservations• Generates more and better class discussions (3)• This generation is more drawn into videos (even when they're

not top quality) as they are the "Youtube generation.” Current students learn stronger from videos than generations past.

• Fewer side discussions during video presentations.• Cultural shift in the last couple of years where our scientists

now expect the seminars to be available for later viewing, ask about it, and watch them. Videos often grab students' attention more effectively than just lecture alone.

• Students stay after class ended because they wanted to see the rest of a film beyond what I had clipped out for class, or ask for links to on-line video resources so that they can share a video with friends or family.

• If students are creating the videos, their frustrations leads to negative attitudes and reduced time for other tasks.

IMPACTSData• End-of-semester 15-question standard exam on student

learning outcomes had a significant (10%) increase in average score once class was flipped with online tutorials (and the range of scores was more uniform – fewer Fs).

• A greater percentage of my students are attending class and sticking with it to the end of the semester.

• Students are taking pre- and post-tests and will also take a department-wide general Earth Science test. At the end of this semester or the next semester I hope to show that videos have impacted student learning in my class.

WORKSPACE TOUR

5 minutes each:1) Workgroup Goals – what and why?2) Overall progress3) Next steps4) What help you'd like from all of us?

GROUP 7 – Video Technology ReviewGROUP 8 – Troubleshooting GROUP 9 – StoryboardingGROUP 10 – What makes a good educational video resource?