There are many benefits to using video within your teaching and learning resources for students, including pedagogical benefits, and also benefits for you as a tutor such as:
- Increased student motivation.
- Enhanced learning experience.
- Enhanced team working and communication skills.
- Learning resources for future cohorts to use.
- More engagement from students.
Ways to use video in teaching and learning:
Before the module starts
- Pre-course video
Start of the module
- Module Introduction
- Lecture Capture
- Flipped classroom screencasts
- Experiential video
- Recorded TV program
- In-class screencasts
- Assignment brief
- Revision screencasts
- Videos as student assessment
- Video Feedback
- Video Tutorials
- Screencast O’Matic – A simple and free tool to do quick and easy screencasts - http://screencast-o-matic.com/home
- Camtasia – A more advanced piece of software with effective editing capabilities to enhance your screencasts further -https://www.techsmith.com/camtasia.html
- Screen casting information on iPark - https://ipark.hud.ac.uk/content/screencasting?q=content/screencasting
- Screencasting with Powerpoint: https://www.youtube.com/watch?v=kQwGEY4IDi0
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Carr, A., & Ly, P. (2009). "more than words": Screencasting as a reference tool. Reference Services Review, 37(4), 408-420.
Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387.
Green, D., McNeill, M., Gosper, M., Woo, K., Phillips, R., & Preston, G. (2008). Web Based Lecture Technologies: A Lens Intensifying the Changing Roles of Learners and Lecturers. Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008.
Hampson, P. R. (2015). Use of screencasting to facilitate engineering course delivery. International Journal of Mechanical Engineering Education, 43(3), 191-206.
Luongo, N. (2015). Missing the chalkboard: Using screencasting in the online classroom. Computers in the Schools, 32(2), 144-151.
Nast, A., Schafer-Hesterberg, G., Zielke, H., Sterry, W., & Rzany, B. (2009). Online lectures for students in dermatology: A replacement for traditional teaching or a valuable addition? Journal of the European Academy of Dermatology and Venereology, 23(9), 1039-1035.
Peterson, E. (2007). Incorporating Screencasts In Online Teaching. The International Review of Research in Open and Distance Learning, 8(3).
Phillips, R., Gosper, M., McNeill, M., Woo, K., Preston, G., & Green, D. (2007). Staff and student perspectives on web based lecture technologies: Insights into the great divide. Paper presented at the Ascilite Conference 2007.
Stagg, A., Kimmins, L., & Pavlovski, N. (2013). Academic style with substance: A collaborative screencasting project to support referencing skills. Electronic Library, 31(4), 452-464.
Stephenson, J. E., Brown, C. B., & Griffin, D. K. (2008). Electronic delivery of lectures in the university environment: An empirical comparison of three delivery styles. Computers & Education, 50(3), 640-651.
Trail, M. A., & Hadley, A. (2010). Assessing the integration of information literacy into a hybrid course using screencasting. Journal of Online Learning and Teaching, 6(3), 647.
Wieling, M. B., & Hofman, W. H. A. (2010). The impact of online video lecture recordings and automated feedback on student performance. Computers & Education, 54(4), 992-997.
Woo, K., Gosper, M., McNeill, M., Preston, G., Green, D., & Phillips, R. (2008). Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning. ALT-J, 16(2), 81-93.
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