Type of presentation

Short description

Number 10 - Talking head lectures and tutorials

• Some form of ‘talking head', that is a recording of a lecture, tutorial or lab in which the main focus is the teacher who speaks directly to a live audience or the camera.

Number 9 - Using authentic archive video material

• Use existing video and audio archive resources.
• This involves digitisation of videotapes.
• International proliferation of digital archives offering copyright-cleared digital media resources to the education sector.

Number 8 - Animated screen shots

• Genre of educational video does not involve shooting or using ‘live action' material at all.
• Use of software such as Tech Smith Camtasia and Macromedia.
• Captivate to record and edit animated screenshots of using software together with a soundtrack in the form of ‘mini-movies'.

Number 7 - Instructional ‘how to videos' of a practical activity

• Video is used to show the process, procedures, and different stages of doing something concrete.
• Used as a demonstration method to show experts and apprentices in practice.

Number 6 - Interviewing an expert or expert presentation

• Bringing a guest speaker similar to recording a talking head
• The pedagogical aim is to contextualise learning through tacit knowledge and insights of a practitioner or expert, or to present an alternative viewpoint.
• To trigger further discussion with the contents of the video resource being a point of reference for participants.

Number 5 - Video blogs ‘ think aloud'

• Subject (learner or teacher) recording their thoughts and actions.
• Informal personal reflection as the video and audio can capture tone, humour, and spontaneity.
• The subject can be doing a video diary or be prompted by an off-camera person.

Number 4 - Video case studies/simulations/role plays

• To simulate an event such as a lab experiment where safety might potentially be at risk
• To engage in a role-playing situation in the form of a case study
• By analysing these behaviours, students can gain a greater insight into the issues at stake.
• Video in this case provides ‘real life' context, and/or emotional impact.

Number 3 - Making video records of real events in situ

• To capture an action that cannot be physically brought into the classroom.
• Provides access to events where it is difficult to secure the participation of large groups of students, such as a clinical events and industrial environments.
• Real life events can be observed, interpreted, and discussed.
• Access to external experiences can provide opportunities for contextualisation and knowledge transfer.

Number 2 - Presentation/performance skills and feedback

• Reflective video self-modelling to enhance practical skills with a diverse range of learners such as teachers, medical students, theatre students and sales students
• Aims to capture, review, and enhance performance of individuals and groups through reflection and discussion.
• Promotes self-directed learning, increases motivation, and activates learners to find their own solutions, and increasing self-confidence as a result.

Number 1 - Students create their own video

• ‘Doing the real thing' can be considered the most effective context for learning.
• The creative challenge of using moving images and sound to communicate a topic is in itself engaging and insightful.
• Also enables students to acquire a range of transferable skills such as research skills, collaborative working, problem solving, technology, and organisational skills in addition to filmmaking itself.
• A balance has to be struck between learning about filmmaking, learning about the subject and acquiring other relevant skills.
• Other than in media studies the main emphasis would be on video production as a process for gaining deep insight about the subject.
• From the pedagogical perspective, the focus is on the student and expands the idea introduced in the previous application of the student as a co-creator of knowledge.