I was reading some comments on the use of videos for teaching and learning. In particular someone was commenting on the use of talking heads. Personally, I do not support the use of talking heads because I think we could be a bit more creative when using video. I think also we can look at what someone like Salman Khan is doing with his videos in the Khan Academy. Please take some time and listen to Salman's session at the popular TED Talk series here http://www.youtube.com/watch?v=gM95HHI4gLk&feature=youtu.beLet me know what you think of the work of the Khan Academy.Please also share your views on use of video for teaching and learning.
I think the idea of a flipped classroom makes perfect sense. My students certainly benefit from activities during class time, and I've wondered how to incorporate this while continuing to give them lectures. Now it seems that the solution is to give them lectures to watch at home, at their own pace and in their own space, then do in-class activities. I hope I can start incorporating these methods soon.
ReplyDeleteHi Traci, I too like the idea of using a flipped classroom, because I often find that the time alloted in the classroom is never enough, especially when the students become engaged in a topic. I do like the idea of making my own videos so that the students receive the content specific to their syllabus in addition to posting other relevant videos so that they can see different teaching styles, which may better appeal to them, as was the case in the comments on the Khan academy videos. I also look forward to incoporating this method in the next semester.
DeleteTraci and Rami
DeleteAfter researching flipped classroom, I think it's a great way of engaging students to facilitate learning. It also a good teaching/learning strategy that can be applied to my field of study, Accounting. By using vodcasts / podcasts, content can be made available to students to follow at their own pace. Whilst at the same time, using this as the foundation or building block for the F2F session filled with activities. I think I may take a try at it and let you gals know how it went.
And Ramaa, I agree that it may better appeal to our digital students.
Hi all
DeleteI think that the flipped classroom facilitates much higher levels of learning in our students. Our role as teachers then truly become facilitators of learning and not experts talking to a set of quiet, attentive students. Learning should be more student centered. So let us flip.
I've just completed a MOOC where the instructor basically posted great talking head videos and got us interacting, talking and collaborating on the topics of the week's lecture. They were short [7-10 mins] and posted on the same day, once a week, every week, and after viewing discussion ensued and we eagerly looked forward to the next posting!
ReplyDeleteI think perhaps the idea of talking head videos may be missed, because they may be more useful than other types of videos like screen casts. There is a place for everything. Talking heads... like even a TED talk, is a spark for discussion. They start the ball rolling and are extrememly useful in this regard. I won't write them off...they're easy, effective and I find the discussion that they encourage quite healthy!
Tamara you made a valid point about a place for everything. note though that the talking heads video are really short about 10 mins and well produced. they are not lengthy videos taped from someone's class. They were a planned addition to a cohesive course and they were designed for generating discussion. A place for everything and systematic planning must be done.
ReplyDeleteThis is one of the many videos from our session at Standford University, the MOOC I mentioned in the above post - as you would see it relates very much to your definition of talking heads... these were the kinds of links that we enjoyed. It was not made in a classroom and posted for discussion, it was made to spark discussion, and that indeed it did!
DeleteThis is the introductory video - after I saw it I was convinced I needed to do the course (i'm happy I did) and every week our lecturer would post more and more interesting videos for discussion.
http://www.youtube.com/watch?v=nxfsO1BZtKo&feature=player_embedded
Tamara
Dianne
DeleteIs it possible to have and use more than one talking head video per week? Sometimes, my content is so much that maybe 3 - 4 talking heads [each about 10 minutes] may be required. Of course, it means that there will be more in class activities, possible one per talking head.
Additionally, I don't think that this should be the only teaching/learning strategy used for delivery of a course. As Tamara rightfully said, there is a time and place for using this and systematic planning is required on the part of the educator.
Hi Koshina. It certainly is possible to have more than one talking head per week but always think about how the volume will impact on students. Will they be selective and decide they will only look at one? What other activities do they have to do along with the 10 minute talking head so that they want to watch it? The design must be tied to the outcome.
DeleteI remember briefly hearing of the Kahn Academy on the news. The Kahn Academy provides fascinating thoughts on the "flipped" classroom. I never thought about this as a possibility, but it makes a lot of logic. Upon self reflection, I have realised that I enjoy working with information on my own, and the discussions are indeed for further reinforcement. I can take texts, and translate it and interpret it into ways that make sense to me. On the video, Salma Kahn said that his cousins preferred the automated version of him rather than the "life-like" representation of him. This made me think, but it is true. Sometimes if I am grappling with bringing abstract concepts into reality, I do a YouTube search, and voila I am able to connect the dots. In flipped classrooms, students do the homework at home, and review in the classroom. Salman Kahn mentioned "dehumanizing" the classroom. This is quite interesting, and it makes me realise that teaching can be quite pedantic. Videos engages with multiple senses, and allows the learner to construct their own learning.
ReplyDeleteWithin the context of the classroom, teachers have more time to fully engage with their learners, and truly "teach" students in a manner that allows them to engage with their peers. I was truly impressed with the ability of students to fully engage with the materials. I oftentimes think "I know this information", but "it is not about me, it is about the students." As one colleague said, we must move away from being the "sage of the stage", and that paradigm shift is critical to increase the probability that the students will learn. Salman Kahn asserted that we are moving towards 100% student-teacher engagement. Assigning the lecture for homework is quite a novel idea.
I enjoy media, and YouTube has become one of my "besties" so to speak in the classroom. However, students must engage with the material on the tube, not just view it for fun. Study questions are critical in engaging the students. These also ensures that videos are in alignment with the learning objectives for individual topics. Students must make the necessary linkages between various topics within a course so that the information learned makes sense.
Erica Wattley
There can be no dispute over the value of the Khan Academy as an instructional tool. It provides a convenient means of providing knowledge and information in an easily accessible and affordable (free) medium to millions of students of all ages, and from all spheres of life; who would have otherwise been unable to have access to such.
ReplyDeleteFew greater validations could be obtained than this institution having obtained funding from the Bill and Melinda Gates Foundation to facilitate further development and scope.
However, I do think that because the vast majority of the videos are constructed by Khan (who is trained in Mathematics and Computer Science), there is potential for (i) errors to exist and (ii) the manner and approach to instruction may not be suitable for that particular topic, from a pedagogical instructional point of view.
For example, if one does a simple internet search, one would see that there are errors detected in his videos for Organic Chemistry. Furthermore, his approach to teaching Reaction Mechanisms is not necessarily the best approach (to permit elucidation by the students when presented with unknown structures/reactions) and may not be how an experienced chemistry teacher will convey the point.
This in no way detracts from his noble and honourable venture, but does serve to highlight potential disadvantages of using externally prepared (i.e not by the course lecture) videos as an instructional tool.
Nevertheless, videos themselves afford the opportunity to present the same material to the students in a different manner; so as to facilitate a greater and deeper interaction with the material, which is not possible with only one form of instructional approach.
@Nigel J: Your thoughts are quite engaging. Do you believe that the paradigm postulated by Khan could be used? Do you believe that you could develop your own lectures for students to view online at their own leisure? In this way, you can tailor things to suit the needs of your individual courses. Khan's views operate as a maxim that can potentially be applied. The paradigm of the "flipped" classroom. What are your thoughts? I agree with you that Khan's lectures may not be suitable for all, but we can draw from his theory of the credibility of "flipping" the classroom so that the students do homework in class. It is possible that students will not grasp 100% of what is taught through a lecture (offline), but if they have an opportunity to take the lecture with them anywhere, they can continually reinforce what is learnt.
DeleteErica Wattley
Hi Erica,
DeleteMost definitely - lecturers can and should develop their own videos for their courses. This will allow a tailor-made approach, by an "expert" in that particular field, taking into account the best accepted instructional strategy for the topic in question, as well as the type of students present.
This is by no means an easy or straightforward endeavour; most likely being required to be undertaken during semester breaks; but will certainly be worth it from an instructional and educational setting.
Indeed Nigel! Engaging with the teaching/learning process if very time consuming. You have a realistic but positive attitude towards change.
DeleteHi Nigel
DeleteSalman Khan is revolutionizing education. Now with his academy (SalmanKhan Academy), students can access vidoes on virtually anything free of charge. Now there is only one global classroom. I have viewed a few videos especially in calculus (I love Math) and they are very engaging. If those videos were around when I did undergraduate Mathematics, I would have done better (smiling).
Hi Dr. Dianne
ReplyDeleteI too think that as teachers we can be more creative when developing our videos. However, it seems to me that talking heads are a simple way for students to interact with course content at their own time and pace. Developing more creative videos in a field like Genetics where one cannot go out there to film DNA requires a lot of skill which most of us ordinary lecturers do not have. However, I agree that videos that depict more real life situations are more appropriate. Students learn much better when they interact with real life situations.
ReplyDeleteHi Dianne,
Like Khan, I do subscribe to the view that lecturing is not a ‘one size fits all’ but I must admit my initial hesistancy to the concept of the flipped classroom. However, according to Khan, the idea that the ‘student to valuable teacher time ratio’ would be increased, seemed a most valuable incentive in me wanting to give it a try. In Dentistry, skill competency vs academic knowledge is most paramount to graduating with a DDS. If I can therefore give my students videos that are either tailored made by me or from affiliated authenthic dental institutions, appropriately aligned with my learning outcomes, together with appropriate study questions, then I can see my students greatly benefitting by having more time spent with me in the role as clinical instructor fine tuning his / her skill, than me explatiating about what they need to do. I will begin the process of selecting some videos for integration as we do not yet have full facilities for recording our own. Perhaps then, I can therefore be seen as a true facilitator of learning……sooner than later!