Teaching Resources: How to Use These Videos
The most common use of the videos is for students to view them on their own. Faculty typically have placed the link on their syllabus or course management software. Students have also discovered them on their own or been sent the link. Although this was certainly one of my intended uses of the videos, I worry that the videos may be a bit densely packed with information for students to take in the key information in one viewing. Ideally, students would view them all, and then review the relevant individual videos when they face particular challenges or when they need reminding of certain concepts and practices. My hope is that students can get more and different information out of the videos as they view them for different classes and as they grow as learners. I’m a bit concerned that the viewing pattern thus far. The first video is by far the most viewed and the number of viewers declines with each successive video. I worry that students may be viewing one or two videos and assuming they have already gotten all they need without viewing the whole series.
Teachers tell me that they have shown some or all of the videos in class for discussion. I think this is an excellent way of using the videos. Teachers can help the students understand the information in the videos and explain how it relates to their particular classes. I have also seen a webpage that students can complete that has one of the videos and then a form to answer questions about the video and reflect on it. I think this an excellent use of the videos. It can be done online or using paper and pencil, and can be done as a class assignment, for extra credit, or just as an optional assignment.
I intended for the videos to be a resource for faculty when working with students, especially struggling students. The teacher may recommend that a student view one or all of the videos. I think an even more effective use of the videos would be if the instructor would suggest the student view the videos with a goal of paying particular attention to certain concepts, and then having the student return to discuss how the concepts can be used to help the student.
One other observation is relevant here. I’ve been surprised at how few questions I’ve gotten from students (or faculty) about the information in the videos. There is a lot of important information about learning that I had to leave out of the videos due to time constraints. I expected the videos to generate questions, but thus far I’ve had only a handful e-mailed to me or posted on the comments. Perhaps the video format inhibits questions or students are content with the information and suggestions in the videos. I hope that when faculty discuss the videos with their students, good questions arise. If I can be of help in answering any questions that come up, feel free to contact me (firstname.lastname@example.org).
These are just my thoughts about how to use the videos. If you have other ideas or have feedback about your experience with the videos, I welcome your comments.