Students produce educational videos
Students are given the task of producing an explanatory video on a given or self-selected topic. In an ideal case, the resulting videos can be used in future semesters.
Basics
If you let students create explanatory videos in your courses, you are following the didactic approach of "learning by teaching". This approach assumes that learning succeeds particularly well when the content to be learned can be explained to another person in a way that is understandable. Experience shows that a combination of this approach with the medium of video reliably leads to students dealing with the subject in an active, independent and committed manner. Some of the resulting videos can be used as learning material in subsequent semesters or other courses.
To increase motivation, let students choose the topic they want to explain or let them select a topic from a predefined list of topics. Since video production can be time-consuming, you should have students work in groups of two to four. This also allows for mutual stimulation through ideas, suggestions, and feedback and encourages the creative creation process.
Competencies acquired
The competencies acquired in such a scenario go far beyond dealing with the content. Depending on the assignment, students may additionally acquire the following competencies. Make this transparent by formulating appropriate learning outcomes:
- research, prioritize, summarize, and visualize content
- formulate learning objectives
- practice storytelling
- time management and collaboration (e.g., agree on a course of action as a group and distribute tasks in a meaningful way)
- reflecting on and regulating one's own speaking voice
- consider copyrights and data protection
- work with video editing software
Assessment: Product and process
If students are to be given a grade, either the video as a product and/or the process of creating it can be evaluated. The latter can also be done by peer evaluation, in which the group members assess each other, e.g. regarding the cooperation in the team. It is recommended to work with an evaluation grid (example: evaluation grid, source: PH Zurich). Communicate the used assessment grid as early as possible. Thus, you can inform the students about the expectations and they can use it as a guideline for the creation of the video.
More information
In this recorded online event from e-teaching.org (in german), two teachers present their projects in which the learners themselves became video producers.
Tipps & Tools
Video types, procedure and tools
Extensive information on possible types of educational videos, the prototypical procedure and recommended tools can be found here: Learning videos - planning and creation
Task assignment: As specific as possible
In order to simplify the challenging phase of the project launch, the assignment should be as precise as possible and preferably handed out in paper form. For example, the duration of the video (recommendation: no longer than 5-10 minutes), the target group, the approximate process of the entire production and the delivery format should be specified. It may also be useful to show existing video productions on related topics for inspiration. Care should be taken to show good examples, but ones that are within the realm of possibility for the students. So please do not show professional videos - or if you do, comment accordingly.
With enough freedom
In order not to restrict the creative process and the ideas of the students too much, no strict specifications should be made regarding the type of production. For example, a production form can be recommended and supported by means of manuals and templates (e.g., slidcasts with Camtasia). However, if individual groups would like to use other techniques (e.g., stop motion or digital animation), they should not be hindered in doing so.
Accompany and support production
Creating an explanatory video is a demanding task. As a teacher, you can help your students stay focused on their work by dividing the task into several sub-steps with deadlines. Either you or the groups can provide feedback to each other on these work stages. This prevents a group from working in an unfavorable direction or ignoring key aspects.
Possible sub-steps can be:
- Write a summary: To ensure correctness of the content, the teacher should give feedback on the summary if possible.
- Storyboard: Particular attention should be paid to the storyboard, as the focus of an explanatory video should be on a good explanation and not on an appealing visualisation. For this purpose, a dramaturgy is written on the basis of the content and this is cast in a script. Simple moderation cards or templates can be used here.
- Speech text: The speech text does not have to be written out, but it increases the conciseness of the statements. The lively and committed reading out of a written text also needs some practice.
- Post-production: A lot of time can be invested and lost here. Make students aware of it and recommend a pragmatic approach. The focus should be on sensible eye tracking and a good fit between the image and the spoken word.
Support
Interested in letting your students produce educational videos? The iLUB-team supports you defining suitable deployment scenarios for your courses and projects.