Video is one of the most versatile teaching mediums readily available to us today.
It can pedagogically support teachers to build knowledge and understanding of key learning areas and can be a creative tool for students to demonstrate their learning.
When supported by robust pedagogies and knowledge of the medium, the active learning potential of video is unrivalled.
- Develops multiliteracies and multimodal awareness
To be literate is no longer confined to being able to read and write but now extends out to the ability to communicate in any form.
Students engage with a diverse range of multimodal texts daily.
Texts no longer refer to written texts but to any form of communication, including movies, advertisements, articles, books and even video games.
The modern classroom requires students to be able to analyse, deconstruct and create new multimodal textual forms. Visual and digital literacy are now as equally important as traditional literacies and has seen the rise of multiliteracy approaches and pedagogies across schools.
According to dual channelling theory, we learn best when audio-visual educational stimuli are combined.
People will generally remember:
10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see.
Video is the best tool to ensure students are multiliterate because it engages multiple channels for processing the information presented.
According to neuroscientist Louis Cozolino,
“Learning is enhanced through multichannel processing… because we have an amazing capacity for visual memory, written or spoken information paired with visual information results in better recall.” (Cozolino, 2013)
We are visual learners. We process and respond to images and sounds at a vastly more rapid rate than the written word. Supporting the fact that students are motivated to engage with videos, as they are more digestible and accessible to a range of learning styles and speeds.
2. Facilitates student-centred learning and develops student voice
Video supports student-centred learning in a variety of ways when the teacher appropriately scaffolds learning tasks and activities.
Video allows for self-paced learning. With self-paced learning, the learner controls the amount of material they consume as well as the time they need to learn the information correctly, accommodating a diverse range of learning styles and needs while preventing cognitive overload.
Video can be used as an assistive tool in mastery. Learners can revise and return to key concepts and materials as many times as is needed by individual students; fostering metacognitive awareness as students become increasingly aware of their unique learner characteristics.
To ensure students are actively engaging with video, teachers need to support students with a robust video pedagogy. The teacher’s role when using video for student-centred learning is to support and scaffold active engagement so that meaningful learning events can occur.
Student autonomy and developing student voice is at the heart of student-centred learning as well as storytelling. According to the Gonski report, giving students a voice and encouraging them to be partners in their learning not only increases their agency and achievement, but it also creates positive long-term learning habits.
When video is used by students to share and document their learning, students are developing their unique voice while exploring the creative potential of the video medium.
3. Activates higher-order thinking skills
Teaching students how to be critical and creative thinkers and creators is one of the most important skills we can teach our students.
Video is a medium that can actively support teachers and students move from lower to higher-order thinking:
Build knowledge: students watch videos for education to build their understanding of a concept or topic.
Comprehension: confirm understanding through interactive quizzes, questionnaires such as those available on the EnhanceTV platform.
Application: apply their knowledge in new forms (verbal, written, visual)
Analysis: analyse the source, opinion and validity of the video or compare the POV of a range of videos on a topic.
Evaluate: students evaluate the effectiveness of the video and its transference of relevant information.
Synthesis and creation: students synthesise information from a range of multimodal sources and then create a video to demonstrate their deep understanding of the topic or key learning area.
4. Learn anywhere, anytime
With video, learning can take place anywhere in the world, connecting students from across the globe. Video provides teachers and learners with flexibility and accessibility like no other teaching medium. Without the advances in video technology, distance learning would not be possible.
With access to video-on-demand resource library’s like EnhanceTV with its integrated learning resources and materials, e-learning’s potential is limitless. Students and teachers are no longer confined by the four walls of the traditional classroom or to what is available in the library, but now have access to high-quality digital resources and the potential to create globalised classrooms.
There are many applications available that facilitate distance learning and the integration of video. Google Classroom is one of the most popular teaching tools for distance learning that can be used alongside Google Hangouts to support teacher and student interaction while developing a sense of community during distance-learning.
Using EnhanceTV, you can easily link or embed curriculum-linked videos into a wide range of Learning Management Systems. Our platform enables you to filter programs by classification and year level as well as provide link-only access, where students can only watch the encoded link provided, and not play any other content on the platform. Discover our guide for teachers to assist parents on using our library.
5. Passive viewing to active creating.
Students of today are innate digital storytellers, documenting their lives through video on applications such as Instagram, Snapchat and now Tik Tok. These short video clips use narrative, humour and adaptation to tell unique, personalised stories created for a specific audience, often student’s friends and family.
We can expand upon student’s existing video storytelling skills and adapt them to learning contexts. Digital storytelling is also a great way to develop student voice as students direct, reflect and create based on what they have learnt in the classroom.
When we consider students as storytellers, we bring the creative power of video into the classroom. Students can use the medium to express captivating narratives in the English classroom, share the facts of global warming in Science and Geography or tell the story of the French Revolution in History.
These easy-to-use, student-friendly applications allow students to create audio-visual narratives:
With Adobe Spark students can intuitively create videos. It is easy to use, allowing students to choose a video layout, import their videos and images as well as add text and music.
Voki brings fun into the classroom and can be used for homework, classwork or projects. Students create customisable avatars, taking the pressure out of performing in front of a screen.
Digital storytelling has transformed the way we tell stories. Tellagami allows students to select a character, personalise that character as well as build the environment of that character. Students record their own voice and bring their character to life. This app can help teach narrative and characterisation in primary or English classrooms.
Sign-up today for an obligation-free account that lets you share curriculum-linked videos with your students.