Video of a classroom-based lesson.
A video of a classroom-based lesson can be used to communicate content to a student in a naturalistic way. A teacher could simply record one of their live classes, or simulate a class environment with the camera’s perspective being that of a student.
When designing videos for their massive open online course Moving to the Cloud, Rod and Sarah chose to incorporate classroom video recordings of student presentations to contextualise the course assignment for a global, online audience.
What the research says
We know that in general, students value video and believe that videos were helpful for their learning (Mitra, Lewin‐Jones, Barrett, & Williamson, 2010). We also know that lecture capture is increasingly relied on by students, motivated by both convenience and a perception of enhanced learning. (Toppin, 2011). However, we also know that this can lead to overconfidence (Szpunar, Jing, & Schacter, 2014). So when creating an effective ‘classroom’ style video, rather than simply filming an existing lecture inside a classroom setting, it might be more valuable to focus on incorporating dialogue and refutation, two discursive modes that are often missing from video presentation.
- Filming a lecture in a classroom can be achieved with a single camera, but effectively capturing interactions between an instructor and students requires a larger crew and careful attention to sound.
- Classrooms are often poorly lit, making them difficult environments in which to film good video.
- Think about ‘deconstructing’ your regular classroom lesson into segments, for example presentation, demonstration, dialogue and discussion. Then reimagine how each of these sections might function as a discreet video.
Szpunar, K. K., Jing, H. G., & Schacter, D. L. (2014). Overcoming overconfidence in learning from video-recorded lectures: Implications of interpolated testing for online education. Journal of Applied Research in Memory and Cognition, 3(3), 161–164.
This page was last updated on 16 May 2019.
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