Video has a good pedagogical value in teaching-learning process and thus could be used. However, the impact would depend on what kind of video is being used. Talking Head kind of video will make less impact as compared to 'Interactive Video'. As a part of planning for instruction and the learning architecture, the sequencing can be done in a manner that the content or instruction is augmented. Using online video or creating them in-house or lecture-capturing: would depend upon the resources with teacher and the context. Importance of teacher will always be supreme, even in online courses or MOOCs learners have the opportunity to interactive with not only the teachers, their peer too via discussion forums or webinars etc.

Educational Video have its own place in the classroom session. However it never replace the teacher. Use it such that its going to compliment your session. 

For the purpose of measuring learner autonomy, recording the class helps a lot. After recording the class, you can measure the talking time of the instructor and the students. One criterion to assess the learner autonomy is that in an one to one conversation, the talking balance of the two persons can be 50:50. In a class of 10 students, however, if the teacher talks 50% of the class time, 10 students have the rest of 50%. This means one student has 5% of the class time to talk. You can use this fact to create your own learner autonomy percentage and measure your students' learner autonomy in a given class.

Should use whenever possible.

Of course, it’s very important to use educative videos in classrooms especially to explain such an principle operation of machine or device, which is not available in the university laboratory,

Should we use video based learning in classrooms or not?

We should because when use appropriately can generate some of the following benefits as extracted from the links below:

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

http://www.zaneeducation.com/educational-video/education-and-video.php

http://www.wileypluslearningspace.com.au/wp-content/uploads/2015/09/VideobasedLearningResearch.pdf

https://southalabama.edu/departments/ilc/resources/is_video_an_effective_strategy_in_improving_learning_performance.pdf

we should use video based learning in classrooms for enhance the teaching skill.

Yes, if it is useful (subjective view, depending on teacher) and relatively short. From my experience, long videos do not enhance learning process as students get tired of watching them.

I think so, its important

We should use videos if some conditions are met. A lot of research findings have affirm that the use of video during instruction is promising and would promote meaningful learning if appropriately used.

However, The conditions for integrating videos for effective teaching and learning should be well understood by the teacher before the video is integrated. It is common that teachers would say some strategies are not working. Why? Because, most of the time teachers employ teaching strategies without ensuring that all conditions for the effectiveness of the strategies are met.

There are good resources online that can provide you with guidelines to effectively use videos for instruction.

Before using videos factors that should be consider include but not limited to:

1. Relevance to content and objectives

2. Length

3. Developmental Appropriateness- Age

4. Context etc

I hope this helps.

Videos can motivate students to focus on the subject being presented which yields good and satisfactory learning outcome. So videos can enhance and foster learnability among students.

Thanks Sharma Sir, Mr. Balaji, Mr. Sekino, Mr. Awang, Mr. Fung, Dr. Gopinath, Mr. Matsoukis, Mr. Hassan, Barbara for helping me coming out of dilemma regarding usage of videos in classrooms.

Prof. Almori thanks for this elaborate information, thanks Prof. Zakaria, Prof. Odebiyi for insights. 

Namaskar Garima mam, it's become fashionable these days using videos in classroom lectures, as it offers unique value and new experience in our teaching-learning process; it is illustrative and demonstrative also. As far as my experience goes, we can get things better across to the students. I do not think its use lessens the teacher's importance; the teacher's role as a prelude-teller, facilitator and commentator is something more called for. Yet, it is advisable that the use of videos be tailored to local context, module-contents and learning objectives, and time available. Congrats Mam for placing an interesting and relevant question. 

Thanks Prof. Sthapit

It was in fact very useful conversation as I have got positive response for using videos in the classrooms. But yes these videos must be tailored to the context. 

The video is a very good idea. I personally sometimes use video because of at least three reasons:

- Often two minutes video are better even than 40 minutes explanations;

- Sometimes it is the only and the best opportunity for students to see something at the moment - for example dissections of animals, surgical operations, etc. In this way we can see what happens at the cellular and subcellular level, to meet with different mechanisms of biological processes;

- Students understand and remember very well video information.

Of course, everything depends on the case. The video should help and supplement the teacher, but can not replace him/her. A good teacher feels when and how to do the things in order to attract the attention of students, to find the right way to them…

Hello

Students can watch video lectures and home and you can prepare practical exersises in clases (individual, group) instead of watching video lectures.

Regards

I like using TEDx Talks videos as a stimulation for debate in the classroom. A good video brings in the opinion or comprehensive account from an expert which is great for starting an engaging conversation. My students also like it when they can hear and see the theorists we had read about before, it brings the concepts to life...

So, it is recommended to use video in the classrooms but as suggested they must be shorter time and as teacher, we must also decide when to use them. 

Alejandro, students can watch video at home too but then do they really watch? Moreover, the videos can help understanding a part of whole lecture so I also feel that the videos should be used in the classroom. 

Hello Garima,

few questions:

1. Teacher-student critical analysis of the video?

2. Is there is significant change after an assessment is conducted in the field the video is been projected?

3. What if the synchronization of content and animation is not attracting the attention of other students?

my humble suggestions:

1. video can be used to increase motivation and confidence.

2. viewing video favors imagination which can be framed after discussion

3. video lesson followed by group discussion is an ideal teaching approach

Videos can and do relate the theory to the practice as Canayah and Garima indicate.  However, the students understanding of the videos and their relationship to the theory must be assessed by individual or group assessment processes.  Rather than an after class activity, include the videos in the teaching to reinforce learning.

Videos are very good visual aids. It can be quite useful to explain difficult concepts using videos and animations. However, these can be considered only as supplementary materials and ideally cannot be of longer duration and should be accompanied by appropriate explanations.

yes, I would suggest to use video learning in the classroom but with this teacher should make a pause after few seconds and try to clear all things which they have seen in video.

I think you have to consider:

- the length of the video. More length, more difficulties to manage some of the learning purposes  of the class session. In this case I recommend to put this videos to watch online out of the classroom. 

- try to offer drive-questions before watch the video. Try to identify clearly the reasons or motives of the activity.

- It depends on the subject, but could be useful use a resume of the content (previous or later if you prefer).

You, as a teacher, as a organiser or as facilitator, are always important, even if you barely speak in the session with video!!!

 Dear Garima,

Your question is very pertinent and relevant in this era of post-globalization, where everything is freely available in the internet and class-room teachings are gradually being substituted by virtual classes. 

I guess to make our classes attractive as well as conducive to fast learning we should keep a time slot for power-point presentation or can use other computer aids as well.

But we must never forget the major adverse effects of these too. 

1. Students are losing interest to go through printed books, specially if it's voluminous .

2. Their power of imagination and originality have been lessened due to provocation of this too much dependence of audio-visual learning.

3. They are becoming restless and losing their power of concentration

So, according to me, classroom teaching has really  no substitution. It makes the students social, ideologically upright. Otherwise one-day the society will be filled up with bunches of erudite but valueless monsters only!!!

Thanks & Best Wishes,

Chandan 

Audio visuals grab the attention of the students and helps to motivate the minds the students .if relevant and purposeful it clarifies the concepts  and provides a better and comprehensive way to teach.Though the videos should not be of too long spans .the should be supported with the faculty members inputs and explanations .we cannot clap with aa single hand.thus they cannot substitute the faculty member ,

I have used videos, but it is very important to follow some of the suggestions other colleagues have pointed out in this discussion.  Among them:

1. Videos should not  be too long (10-15 minutes at the most).

2. The instructor must pose questions to guide viewing.  

3. There has to be a wrap-up period after watching the video, with a discussion of what the students observed, answering the questions.

Yes, I agree with use video in classrooms because sometimes a 2 min video have similar effect with an hour teaching. So, It's better to use at least one video in classrooms.

Generally, I using video and live photo in classrooms. 

Best Regards

Yes the use of Video is the one technique to explain more the content to the students.

If you are teaching science, you can use simulation video to show practice to the students and then Teacher and students discuss on it. 

ma

we can use video in teaching and learning process to attract students

इसमें कोई दो राय नहीं की अध्यापक की भूमिका वक्ता के नाते हैं। परंतु शिक्षा व्यवस्था में नई तकनीकों का  इजाफा हो रहा है, अतः इनका बिल्कुल प्रभावकारी इस्तेमाला होना चाहिए। वेब दुनिया में उपलब्ध अपने विषय से जुडे नए व्याख्यान, एक्स्पर्ट लोगों की बातें, विचार और चिंतन को विद्यार्थियों के सामने वीडियों के माध्यम से रखना अपनी पढाने के तरीके को विस्तृत करना है। परंतु इस बात का भी ध्यान रहे कि हम आधुनिक तकनीक (जैसे वीडियो) का संभालकर उपयोग करें। इसका अतिरेक उसकी ताकत को खत्म करता है। आधार व्याख्यान ही हो परंतु सहायता आधुनिक तकनीकों की हो। ऐसा न हो कि हम नवीन सामग्री और वीडियो को ही बच्चों के सामने रखें। कभी समयाभाव हो तो विद्यार्थियों को विविध वेबसाईट की लिंक भी दे सकते हैं जिसके माध्यम से वे घर में वीडियों भी देख सकते हैं और अतिरिक्त पढाई भी कर सकते हैं।

Yes, Video must be used to complement  all the four  learning styles of the students under our tutelage.Obviously visual and aural styles are catered for in a Video. However, as teachers we should ensure that our Video materials incorporate some written items that can stimulate reading as well.

Using videos in the classroom meets 3 needs, with a 4th on the horizon - as long as the videos perform an educational function and are not used to simply pass time. The good use of videos shows things words and chalkboards fail to explain, or take too long, and when imagination isn't required. Secondly, I've used videos of lectures  by professors much better versed in an area (Mark Hilpert and sociolinguistics, for example) for my college composition students. Third, showing expertly made videos enhances my own professional development, as well as my students' learning - and it gives my voice a break, as well as students listening to a single voice. Teachers often sound dictator-like, drone on, and therefore, lose the interest of the students. So well-chosen, expert videos can help keep students' engaged and in-the-know. I've also used, and seen videos used, as comic relief and to regain attention - which is also acceptable if short and appropriate. My fourth point is online education is on the horizon, with the rising cost of building maintenance and decreased student populations. So we might as well get a handle on technology and know the pitfalls and benefits sooner, rather than later. With all problems in today's education, I'm amazed states aren't moving into online education and researching topics such as your question and videos in the classroom, more avidly.

I consider myself predominantly a video researcher, and would advice teachers to make the most out of videos' affordances, so to use them as a tool of preparing for class, or after class in case more study is needed. The big advantage is that they can be studied at a time and location of the learners' preference.

During class is fine too, but I would say it depends on what skill you are learning. For instance, a demonstration video would be perfect to watch during class, so practice (or guidance by a teacher) can take place immediately after. A lecture video on the other hand might as well just be given by the teacher, because then, presuming the teacher is as good as the one who presents the instruction on video, s/he will be able to make use of the benefits of interacting with students and adapt to their needs.

Video is however not a tool to cater to "someone's auditive or visual learning style". There is little to no evidence for learning styles, they are a (sadly) widely believed educational myth (see work of Paul Kirschner).

As for the design of video's, this depends on the function. But generally, as stated here, I would advice to keep it short and to the point and to avoid irrelevant information. A good start and a review at the end is advised. It does not seem to matter at all whether the person in the video is visible or not, so PowerPoint with voice overs work just as well.. It may matter who the person in the video is, though. For instance, we recently found (with demonstration videos) that information presented by an adult leads to more learning than information presented by a peer (for secondary education students) -- probably because they view adults as more of an expert.

Hope this helps some.

Among many other techniques, videos should be explored as much as possible, especially if you add some tools which can accompany them, such as writing material. Go ahead! Cheers!

video can be used together with discussion, stop it several times during presentation  and then continue. to allow reflection  and critical thinking. 

There is currently no research or learning theory that supports the idea that the use of video in the classroom improves learning.No communication theory supports this correlation neither. Please refer to the following articles/publications:

Clark, R. E. (1983, January). Reconsidering Research on Learning from Media.Review of Educational Research, 53(4), 445-459.

Clark, R. E. (1994). Media Will Never Influence Learning. ETR&D, 42(1042-1629), 21-29.

Kozma, R. B. (1994). Will Media Influence Learning. ETR&D, 42(1042-1629), 7-19.

@ Oliver I do not believe that is true. You are only representing one side of the debate here. There are plenty of theories that would predict that the medium matters. For example, Bandura's social learning theory would predictthat video fosters self-efficacy and learning more than written text because video contains more social cues. Online learning theories argue the same because of enhanced feelings of social presence.

There are also plenty of findings that show that there can be a relationship between the medium and learning. For example, we even consistently find that teaching learned materials on video fosters learning outcomes relative to restudy, but teaching in written form does not.

Hello Vincent,

Thanks for your response. Do you have any publications that you can provide to back up your argument? I'll love to read up on it please. Thanks

Dear Oliver,

http://www.sciencedirect.com/science/article/pii/S095947521630024X - This is a recent example of a study showing differential learning outcomes depending on the medium they viewed (photograph vs. video).

https://www.researchgate.net/publication/266030018_Comparing_the_effects_of_worked_examples_and_modeling_examples_on_learning - This one describes how you would expect differential learning outcomes (although we did not find them as such) of watching text vs. video based on Bandura's social learning theory.

https://www.researchgate.net/publication/297409306_Gaining_from_explaining_Learning_improves_from_explaining_to_fictitious_others_on_video_not_from_writing_to_them?ev=prf_pub - here we examined whether explaining (cf. teaching) on video produces differential effects relative to restudy than explaining in writing.

http://www.sciencedirect.com/science/article/pii/S0959475207001077 - this is a key review on the comparison of static pictures vs. animations, showing that for human-motor tasks, animations may be better, but for other types of tasks it likely doesnt matter.

http://www.sciencedirect.com/science/article/pii/S1096751600000166 - this is a key article in the field of online learning, arguing that distance education benefits more from higher levels of social presence (video) than media low in social presence (e.g. text-based communication).

And the list goes on. Hope this helps?

Article Comparing the effects of worked examples and modeling exampl...

Article Gaining from explaining: Learning improves from explaining t...

Yes, we should use video base learning in the class room teaching.  Since, the world is changing drastically, rather than traditional methods of teaching, video base learning is more attractive. Educational videos give more chance to sharpen the critical thinking of students.

When considering using videos as a supplement to the classroom experience, the teacher is affording their students the opportunity to see and hear a different perspective on the topic of study. Hearing a different voice and seeing another explanation reinforces the topic through different pathways. The caution, however, is such techniques should be supplemental and not designed to supplant the classroom experience guided by the teacher.

Another point to consider is affording the students the chance to create their own videos on the topic of study. In this way, the teacher can see how deeply the students captured the depth of the topic.

I would like to add that the choice of videos must be culturally relevant to students' backgrounds and the teacher should brief students on the why and what for viewing the video. I think if the necessary preparation for the latter is done, then students can enjoy and learn from the video-based lesson. 

Many thanks,

Debra

As with most things, it depends. Video (referring to moving images or movement in the images -I come from old school broadcasting) can often be a distraction to understanding. Why, because  the eye is naturally programmed to be drawn to brightness and to movement. So I would suggest, first determine the clearest way to demonstrate or show a particular concept. Often, a straightforward diagram will be excellent. Now, consider whether colour may enhance understanding of the diagram or distract. Pretty is not an issue. Clarity of understanding is. After colour, consider motion. Is it essential to understanding? If not, then it is a distraction.

I find motion is best used for explaining processes or showing actual events in real time AFTER achieving the basic understanding afforded by simpler technologies. Eg. a diagram will show the internal structure of a volcano. Animation and colour will demonstrate lava flow through the volcano's structures. Motion picture footage of an erupting volcano will best demonstrate the destructive power of an eruption. So, bottom line, use the simplest, most efficient method to convey the effective, most method to convey the content you need to convey to the audience you have.

I think yes, we should use videos in teaching, especially for difficult scientific concept in science, but not always, use it to motivate student and to build good attidues toward science.

I agree that video is one of the methods in teaching and learning. However it should not take more than 1 hour so that we would be able to create 2 ways communication with the students. I would suggest to do an activity with the students by asking questions or ask them opinions after the video session. 

In 21st Century classroom students love the use of technology in teaching and learning. Therefore the use of video in classrooms helps students learn.

Videos can be a supplement to your teaching and will give your students another venue for acquiring knowledge.  This should not be the primary method of providing information. 

Is there evidence saying that students enjoy video more than text? In one of my studies i found mixed results (one experiment actually showed the opposite of that!)

Garima, using videos to enhance learning is an effective aid. Facilitated by a skilled teacher, the learning opportunities are endless. Throwing pearls before swine .. could be the other part of the picture. What concerns me about 'carefully crafted, manicured video lessons' are the presenters are always immaculately 'trussed up' ... never the victims of 'common colds or coughs' not to mention, 'bouts of human emotions' ... early learners could get 'confusing signals' on 'learning inputs' ... children, as early learners ... need to confront the 'human' ... in learning I am sure you are no stranger to the fact that 'we are all children' ...!!

Garima, my answer to your question is 'yes'. Usually in the classroom I use a pre-prepared video clips (off-line). This allows me to stop the video at the right moment and comment on just watched episodes that are important for the studied issue (subject). Again, it allows hearing the opinions of the students about what they have just seen. Involving students “in the picture” enables their visual and especially associative memory that contributes to better understanding and learning.

The video also provides me the opportunity to show students something that is inaccessible due to various reasons. For example, the work of professionals and equipment of food industry and public catering enterprises.

Good luck!

Working in the Early childhood sector, emergent learning opportunities can be seized as I can resource relevant, timely and accurate information on learning interests to support children. 

Using video clips also creates further interest and deeper understanding of science topics young children find fascinating such as volcano's, sea creatures and life cycles of creatures. Learning in this way is co constructed and often a time of learning together. 

It is encouraged to use video clips in teaching processes, it fascinates concrete learning. 

Видео - отличное дополнение. Очень хороший результат дает комбинация (mix): презентация + видео по ссылке. Мой опыт можно посмотреть ЗДЕСЬ.  

https://sites.google.com/site/viborkovoy2013/programmnye-sredstva-predpriatij-op

Allow me to take an alternative tact on this question: from the perspective of student mental health.   Read http://www.nytimes.com/2016/10/04/well/family/the-4-traits-that-put-kids-at-risk-for-addiction.html?smprod=nytcore-iphone&smid=nytcore-iphone-share

The article states there are four risky traits: sensation-seeking, impulsiveness, anxiety sensitivity and hopelessness. These traits then are behaviors driven by feelings. The traits are frequent in drug and alcohol addiction and suicidal risks.  People at certain times in their lives go through low self-esteem, loneliness, anxiety and sensory overload and frustration. So if  we recognize these traits in our students, do they need more multimedia stimulation that is "fun" or interesting?  At what cost are we to encourage "learning" without "discerning" or "feeling?"  What motivations and teaching styles will bring positive learning?

Hello all

It has been indeed a great discussion on using videos in classroom teaching. The facts and insights provided by all the eminent thinkers are useful for understanding the importance and the method, these videos must be used. 

I thank you all for this valuable discussion.

Using video based learning help to reinforce concepts and spark discussion in classroom.

Videos as a supplementary tool will undoubtedly have the potential to engage students in their learning in terms of promoting their interest and motivation while simultaneously achieving the learning outcomes.

Using videos to demonstrate a skill is a good alternate to demonstrating it yourself. It goes without saying that the video in question should have all the information that you want the students to learn.

Dear Garima,

I think your apprehension is correct. I feel Chalk and Talk is the best method for teaching. Occasional video presentation is OK. 

Dear Garima

Videos are good to teach listening comprehension but speaking must be practical; in other words, they must talk. Videos can help  students talk. While the teacher is making the students talk, he can have control of the situation and teach. The teacher can make the students infer, give opinions, give suggestions etc based on the video. The video is an excellent tool for conversation classes.

Very interesting question. I think Remix is an excellent way to teach creativity in Education in general and foreign language in particular. what I mean by REMIXing is the act of taking previously created work or artifact and adapting them in some way in order to create a new version (is creating your own version of a mashup content).

The digital age offered us several tools to be used to facilitate remixing the work of someone else. We can look at Remixing as a creative process , it takes imagination to adapt an existing content. In other words, it's all about your contribution to the new version.

There is a fine line between copying and remixing. It is the extent to which you can prove that your own influence, imagination, and thought processes have been invested into the work of someone else to make it significantly different to the original piece that assumes importance.

In foreign language acquisition, teachers can implement the culture of Remix in their lesson plans to promote creativity. So, students can show their ability to create something new out of two or more differents contents (could be text, audio, video or any authentic material). For instance, see what can be done if you give language students a project to remix French poetry (Moliere) and English literature (Shakespear). How about Edith Piaf's classic in a rap style song, or just give them a choice to remix any 2 languages contents into a unique way !

believe me, You will be surprised !

I fully support use of videos for instruction. However, the lesson should be well planned to allow for teacher sessions. in this regard, short video clips will be most interesting as they will create more attention and motivate the learner.

 Описание темы или проблемы следует делать комплексно: текст и  схемы с активными ссылками на видео, образы, аналогии.  Видео сюжеты дают дополнительный взгляд на проблему. 

Очень полезны видео инструкции для приобретения опыта, но, в последующем, необходимо развитие и закрепление навыков другими средствами.

Как показывает мой опыт, для обучения следует использовать видео  до 5 минут. Полезным дополнением будут активные ссылки в кадре на другие материалы. 

Video is one of the supplementary tool for teaching  which give more interest to the students. Further, it is more effective method of class room teaching rather than the traditional method of teaching.  

I would prefer no, a good teacher is insustituteable.

It depends. Videos done by the students can be used to make the students use what has been tought in the class. Videos taken from other sources are used to make the stuents talk. They are only used for conversational classes. Videos can be used to re-enforce  knowledge in a specific field. Ex; One has tought the students the use and characteristics of the present and present progressive. The  video done by the students has to use those tenses in a conversation.

As a treacher my objective is not to be the speaker of the class but to teach the students how to peak English fluently.. The video has to meet those goals.