Video Pedagogy: Theory and Practice

✍ Scribed by Dilani S. P. Gedera (editor), Arezou Zalipour (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 241
• Category: Library

✦ Synopsis

This book conceptualises the ways in which video has created a pedagogy for current learning and teaching practices, disciplines, and environments. It brings together the concepts and practice of video as pedagogy by providing theoretical discussion and practical guidance and recommendations on the use of video in learning and teaching, drawing on a wide range of case studies including nursing education, business education, architectural education, engineering, mathematics, physical education, science education, and screen production. Part I focuses on ‘video, students and learning’ and Part II on ‘video, teachers and practice’. The book covers various perspectives on the concept and use of video in learning and teaching: developing students’ practical skills and knowledge; using video for teaching culturally sensitive topics and cultural competency; for feedback, reflection, training and professional development; making and producing videos for educational purposes, with discussion on techniques, devices, software and strategies.

✦ Table of Contents

Acknowledgments
Contents
Editors and Contributors
1 Conceptualising Video Pedagogy
Introduction
What Is Video Pedagogy?
Pedagogical Benefits of Video
Chapters in Video Pedagogy: Theory and Practice
References
Part IVideo, students, and learning
2 Building Undergraduate Nursing Knowledge and Practice Through Video
Introduction
Video in Nursing Education
Building Undergraduate Nursing Knowledge and Practice Through Video: Strategies and Examples
Case Study 1—Using Video to Enhance Learning in Science
Case Study 2—Using Film to Learn About Human Behaviour: Sujit Kumar and the Nature/Nurture Debate
Tutorial Learning Objectives
Case Study 3—Using Film to Learn About Nursing Practice in Rural Communities
The Documentary
Evaluation of Documentary
Conclusion
References
3 Effectiveness of Multiple Types of Video for Learner Engagement in Business Education
Introduction
Learner Engagement
Video in Business Education
Case Study Course: Advanced Advertising Strategy
The Course Redesign and Development Process
Content Videos
Instructional Videos
Interactive Videos
Student-Created Videos
Findings and Discussion
Affordances of Video
Teacher’s Presence
Acquisition and Application of Knowledge
Interaction and Community Building ​
Challenges of Creating Videos
Recommendations and Conclusions
References
4 Flipping the Classroom: Using Video to Enhance First-Year Undergraduates’ Cultural Competency
Introduction
Community Engagement in Higher Education
What’s at Stake? Cultural Competence Among (White) College Students
Creating the Instructional Platform
Methodology and Process
Culture and Cultural Competency: An in-Depth Discussion
Student Impacts and Conclusions
References
5 Stop Motion: Being Precise About the Uncertainty of the Design Process in Architectural Education
Introduction
Video in Architectural Education
The Educational Context in a School of Architecture
Methodology
Discussion on the Use of Video in the Educational Design Context
Expectations & Hesitations
Distantiation & Reflection
Temporality and Linearity
Collecting and Synthesising
Technology and Software
Concluding Remarks
References
6 Learning by Watching Others Learn: Vicarious Learning from Videoed Tutorials
Introduction
Vicarious Learning from Tutorial Dialogue
Pedagogical Theory and the Implications for Videoing Tutorials
Activity-Based Interpretations of Vicarious Learning from Videoed Tutorials
Cognitive and Informational Interpretations of Vicarious Learning from Videoed Tutorials
Modelling Interpretations of Vicarious Learning from Videoed Tutorials
Motivational and Affect-Based Explanations of Vicarious Learning from Videoed Tutorials
The Theory in Practice
The Topic
The Tutors
The Tutees
The Preparation
The Dialogue
The Videos
Observer Activity
Conclusion
References
7 Video and the Pedagogy of Expansive Learning: Insights from a Research-intervention in Engineering Education
Introduction
The Social Situation of the Project
Conceptualising the Mediation of Expansive Learning
Using Video Footage in a Change Laboratory Project
1. Questioning
2a. Historical Analysis
2b. Actual-Empirical Analysis
3. Modelling
4. Examining
5. Implementation
6. Process Reflection
7. Consolidation/Generalisation
Concluding Comments
References
Part IIVideo, Teachers, and Practice
8 Flipping Professional Learning Through Videos in Mathematics Education
Introduction
Professional Learning
Flipped Professional Learning
The Flipped Professional Learning Study
Results of the Study
Mathematics Self-Efficacy
Teacher Agency
Just-in-Time
Limitations
Implications for Practice and Policy
Where to Next?
Conclusion
References
9 Video as an Instructional Tool in Transforming Teachers’ Pedagogical Practices and Mentoring Skills in Physical Education
Introduction
Use of Video in Teacher Learning and Mentoring in Physical Education
Context of the Study
Video Content
Video Designers
Video Responders
Viewing Focus
Exemplary Video Evidence for Beginning Teachers’ Instructional Practice
Video Evidence for Reflective Analysis and Conversations Between Mentors and Beginning Teachers
Video Evidence for Reflective Analysis and Transformational Learning with Mentors
Practical Considerations for the Use of Video Technology Tool
Appendix
References
10 Examining an Activity System of Learners, Tools, and Tasks in a Video Club
Introduction
Design Features of Video-Based Professional Development
Design and Methods of the Study: Video Club Context
Data Collection and Analysis
Findings
Discussion and Conclusion
References
11 Te Ara Motuhenga (Documentary Pathways): Developing Video-Based Teaching and Learning Resources for Documentary Practice
Introduction
The Context of the Resource Development Process
Choices and Challenges in Making the Resources
Close-up on the Resource Development Process
Aligning the Resources with the Teaching and Assessment of the Documentary Papers
Conclusion
References
12 A Practical Guide to Video-Making for Teachers: Key Principles and Tools
Introduction
Effective Uses of Video in Teaching and Learning
Types of Video
Steps and Principles of Video-Making for Teaching and Learning
Planning
Setting Up the Device
Recording
Editing
Publishing and Sharing
Tools to Record and Edit Videos
Considerations and Recommendations for Creating Effective Videos for Teaching and Learning
Presentation of Video
Active Learning with Videos
Accessibility
Copyright
Concluding Remarks
References
Afterword