Dear Debra, I have not read anything about such criteria.

I think this has to be a teacher's work, which must be the criteria established according to the learning situation for seeking video

Best reguards

Dear Debra

I have not seen anything regarding such criteria.

It depends on subjects and instructors..........

We do not have such guidelines to follow, the faculty has the freedom to pick video's and other materials which would reinforce quick assimilation of the input. Video's play an vital role in learning and application.

Dear Debra. Thanks for inviting to answer this question. As a teacher, I will recommend to use video materials as per the requirement and need that integrates the overall session or lecture. There are no such guidelines that I have faced over a period of 10 years in higher education. Concluding to above, the notion of using video materials in teaching depends on the situation that needs to add such video based teaching material to best illustrate and explain the topic. 

If I wish to use video, I have absolute freedom as well. Another very good program that uses video is English Central. My university subscribes to EC and pays for all the students to have Academic Premium access. English Central uses short videos such as news blurbs and English learning videos to teach, which are in a graded fashion: beginner, intermediate, advanced, and the quality seems to be quite good. How well EC differentiates the levels is difficult to pinpoint, but my students really enjoy using it, and they seem to be less shy when speaking.

This document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question—as it does for certain narrowly defined classroom activities.

http://cmsimpact.org/code/code-best-practices-fair-use-media-literacy-education/

Dear Debra to my knowledge and experience " I have taught medical students Human Anatomy with videos of dissection of all Human Anatomy dissection topics and discussion topics" and I was taught with Video recording of many surgical procedures performed by great surgeons in my medical college, So I personally feel that there is no specific choice or regulation as long as it is within the correct ethics of teaching and learning. Thanks

Dear Debra there is no specific rules and guidelines for teachers to choose video materials in my University or Institution. In India all the IITs and NITs joined together and prepared a Video lectures under the scheme of National Program on Technology Enhanced Learning (NPTEL) for the stakeholders benefit. Our Institution have given freedom to shoot the videos.   

Whenever we stumble upon something relevant and useful, i add it to my kitty of delivery with due appreciation of the source form where it was taken. For example, there are certain Management Institutes which circulate the promo videos through email, like the one attached on TOC. When i find it is good, it can also be used in relevant context and content to drive home the point.

https://youtu.be/1UqWejurWwU

http://www.nyu.edu/faculty/teaching-and-learning-resources/strategies-for-teaching-with-tech/video-teaching-and-learning/guidelines-for-video.html

This link by New York University gives a detailed note on how and why to use video in teaching. It also has a template for designing a video for teaching. Hope this would help. With regards,  

Dear Debra, there are not special rules of using video material. We use them in the lecture courses. There are video lessons, which have positive influence on students, but I think that we should use them ethically. 

Dear Debra, the country and institution where assessment for learning is practised, the choice of teaching materials is dependent on the teacher so long as it does not violet the ethics of teaching profession.

To anser correctly, nothing like that we have in Finland in general. Teacher has a complete freedom to do whatever he finds relevant, and there is a trust on teacher and teaching profession. University is not exception.

It is better to use what quality video you can get than not use anything at all. In my primary school I still remember seeing a cartoon 16mm film on hygiene that was directed at 3rd world countries, and I was living in a 1st world country. The teacher should have pointed out the mismatch, and apologised.

I also remember in High School, during the apartheid era, our music teacher sneaking in a 16mm film of Marian Anderson. Although he did not say so, I am sure that his hidden agenda was to show us that black people are people too and could sing. If our headmaster had known, he would have not objected, but the Education Department would certainly have!

Using videos as a part of teaching process is helpful and fruitful. Currently, the main stream that my institution follows is to spread the culture of technology in education since it brings students attraction and get them out of the classical mode of teaching. The institution management gives us the freedom to choose the content that serves the aim of teaching process taking into consideration the religious and cultural restriction of the country and society.

As I mentioned before, in Finland we have no restrictions to the way our teachers use in their work. They are trusted and deserve this trust. About the negative side of using technology, let me say that the enthusiasm to everything new, and also the sincere intention to do everything to help students, frequently have led to the missing of critical reflection on what the teacher use. The problem with ready digital materials is that its attractive view can cover vital mistakes in knowledge or in an indirect way bringing misconceptions of what students learn.  Thus, enthusiasm and surface affect on students', parents and teachers' satisfaction are not enough. More work is needed to develop the instrument. In addition, the  human role, here I mean the teacher, cannot be replaced completely in any time today or in the future.  

My institution, a medical university, has a positive approach to videos for sharing information, and has an active portfolio of production. No restraints are placed on faculty for seeking out educational videos, that may include documentaries, reports, examination techniques, and so on. It is up to the individual faculty member to be responsible in their choice. Placing a restriction on such audio-visual aids would be difficult to enforce, and possibly lead to a loss of potential teaching resources too. Being culturally sensitive is also a consideration, and students are invited to give feedback to and about their teachers. I confirm that I have spent hours selecting videos which served to enhance my teaching points. Generally, learners have appreciated them as otherwise, it may have taken them hours to find the information on their own. I have arranged for videos of my personal class teaching, and then reviewed them myself to see where I could improve, or correct where I went off the theme. Very useful indeed.

One issue that I can't see has been discussed but is important is that of patient consent. I would assume that all teaching hospitals would have written consent for the production of any form of image. The quality of images, videos and their topics will be determined by each institution. Developing a database of images, procedural videos and so on is one way of ensuring that we can expose all learners to rare and common things and expand their exposure beyond what may be available at their time of training.  Patient consent however, is something I would consider paramount. As medical people we know that it is not possible to identify a patient from the images we take but our patients may not. Ensuring their consent will ensure cultural and religious respect is given appropriately to all patients.

At my university it is left up to the professor to determine what is relevant. The university library has a large number of films on demand that can be loaded into our blackboard teaching platform. These are especially useful in on-line classes.

Hello, Debra, we as an institution are guided with criteria of Minitsrio education, their website is http://186.113.12.159/web/rn/inicio

http://186.113.12.159/web/rn/inicio

Hello, Debra

I am not aware of any policy regarding the use of videos in our teaching. I know, however, that lecturing staff are not allowed to download YouTube videos for future use. The videos need to be streamed directly from the Internet. This is obviously for copyright purposes.

Regards

Karen Junqueira

on the Open University (Portugal), there are no restrictions on selecting videos. My teaching experience of music history (for example) was very satisfying, because I've been able to use, on my digital lessons, a huge amount of videos that I've got from Youtube and Vimeo channels.

Best regards,

carla alexandra gonçalves.

http://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html

Nope, no restrictions in our institution!

Interesting discussion though. I am following.