Integrating Video into Adult Teaching and Learning
Rise of Online Video
SAMR Model for Integrating Technology
Dr. Ruben Puentedura on SAMR
Thoughts on the Successful Use of Video
"Recently, as part of a LINCS Science CoP science videos review project I watched a video about a study of what students learn by watching videos. For a long time I have thought that videos -- at least some kinds -- could be a powerful way to help people learn. From this presentation of the research I got a surprise, and shifted how I think we should use videos in teaching. I learned that for students who were shown science videos, who said they liked them and thought they had learned a lot from them, the pre-post results showed they actually didn't learn anything. They were entertained, they followed along, thinking "I already know that," and missed the new information and important concepts. This turns out to be a common phenomenon, not only for video presentations but for all presentations. Often people don't really learn -- or retain -- much learning from them.
The researcher tried a different approach, one that he found made a huge difference. Using the same video presentation, he introduced the lesson differently. He began by asking learners what they already knew about the topic. He wrote down what they said. They watched the video. Then they returned to what they had originally said and examined it to see if anything had changed.
A lot had changed. They had watched the video differently, with a clear vision in mind of what they thought they knew, and of some differences in beliefs among students that had emerged; as a result they brought some meaningful questions to viewing the video. They were engaged in watching. They were struggling to understand. They were also confused (and said so in the post evaluation), but the confusion and frustration was an important element in getting to the new learning.
The psychologist Lev Vygotsky called the ideal condition for learning a "zone of proximal development," a term that refers to giving learners a challenging but not impossible task, often in a group with other learners, and that involves problem solving. A teacher (or trainer) creates the problem, provides assistance at critical points, but also knows that a certain level of frustration and struggle may be needed for learners, in due time, to achieve the new learning."
--David Rosen, January 2015
https://community.lincs.ed.gov/comment/9673#comment-9673
The researcher tried a different approach, one that he found made a huge difference. Using the same video presentation, he introduced the lesson differently. He began by asking learners what they already knew about the topic. He wrote down what they said. They watched the video. Then they returned to what they had originally said and examined it to see if anything had changed.
A lot had changed. They had watched the video differently, with a clear vision in mind of what they thought they knew, and of some differences in beliefs among students that had emerged; as a result they brought some meaningful questions to viewing the video. They were engaged in watching. They were struggling to understand. They were also confused (and said so in the post evaluation), but the confusion and frustration was an important element in getting to the new learning.
The psychologist Lev Vygotsky called the ideal condition for learning a "zone of proximal development," a term that refers to giving learners a challenging but not impossible task, often in a group with other learners, and that involves problem solving. A teacher (or trainer) creates the problem, provides assistance at critical points, but also knows that a certain level of frustration and struggle may be needed for learners, in due time, to achieve the new learning."
--David Rosen, January 2015
https://community.lincs.ed.gov/comment/9673#comment-9673
