3.09 Videos

Video learning resources

Learning with video

Video learning resources can be used to explain something in a different way to text-based resources, with visual cues presented alongside a verbal narrative. They also allow for more affective learning outcomes, such as understanding the emotional impact of a situation or the interactions between people by showing role-play scenarios or first-person experiences that would not be possible in the classroom. Whether you create your own or utilise the wide range of video learning resources already online, you can provide access to expertise beyond the classroom. Videos can be uploaded into Yorkshare in MP4 format, you can use the Replay system for creating and uploading content securely, or you can embed YouTube videos via the Mashup tool.

Effective use of video sits within a learning design that encourages students to draw upon the resource to support their learning and is most effective when combined with an activity. Videos for flipped classroom (where lecture content is delivered in advance of a more interactive face-to-face session) need to be very targetted to address a specific learning objective. Online videos should be short, linking to previous videos or leading into activities. See Section 4. Embedding Online Activities and in particular 4.2.1 on the Flipped Classroom for further advice.

The video below offers a short pedagogical overview before providing some tips on creating video learning resources.

Formative and summative assessments may also enable students to develop skills in video and other multimedia, particularly in modules that aim to address Programme Learning Outcomes relating to communication, public engagement and creativity.

Examples of video learning resources

  • Introduction to the module
  • Narrated presentation for flipped classroom teaching
  • Recording a webcam showing hand-written maths problem
  • Recording a video on a mobile out in the field for use as part of a virtual fieldtrip
  • Recording a video to demonstrate equipment, saving time in laboratories
  • Screencast for a software demonstration

Getting started with video

If you have not used video as a learning resource before, the easiest way to start is to look at resources already available online. Search for a video that complements a learning point from your face-to-face teaching. This may be a demonstration of use of a particular tool, an illustration of a process or an expert narrative to contrast with your own lecture. Embed this video into your Yorkshare VLE module site and include a prompt question that will connect the resource with a subsequent learning activity.

TASK: Follow up from the lecture

We initially looked at creativity in education, but touched briefly upon ‘divergent thinking’. Watch the video below from 7min40s onwards (quick link), which was taken from a talk by Sir Ken Robinson. As a result of watching the video consider the question: in what way has your experience so far at university encouraged divergent thinking? We’ll look at your answers in next week’s seminar.

Replay ‘At-Desk’ recording

Supplemental learning resources can target specific questions that have been raised by students in class. With the Replay ‘At-Desk’ Recorder, simply connect a webcam to your PC or use the inbuilt camera on your laptop to record a ‘talking head’ explanation of a concept. This is useful to clarify difficult ideas or extend the discussion beyond the face-to-face environment and introduce an online activity.  The video can either appear alongside your lecture captures, or you can share the video as a weblink. The Panopto mobile app can be a useful way to quickly upload videos you have created on your mobile device.

Case studies

E-Learning Walkthrough

Making good use of the things we find

Utilising YouTube lectures
Dr Ben Dudson, Physics
View Case Study

E-Learning Walkthrough

Lights, camera, heritage!

Bringing a subject to life with student created videos
Dr Sara Perry, Archaeology
View Case Study

E-Learning Walkthrough

Virtual fieldtrip

Embedding videos within sequential learning objects
Dr Kathryn Selby, Environment
View Case Study [PDF]

Video introductions

Video introductions to a module contribute towards community building that improves engagement. Such introductions can tie the module to the programme context or outline tasks that should be undertaken in preparation for undertaking the module.


Developing practice

If you wish to develop your skills in video creation and editing, you can consider combining footage recorded on a camera with other techniques in this part of the Handbook. There are basic video editors on Windows (Movie Maker) and Mac (iMovie). A free editor is available that provides non-linear editing allowing you to move different clips around on a timeline and layer clips using tracks: