How Should We Create Interactive Video Resources to Enhance Teaching and Learning? Tricia Thorpe &...

How Should We Create Interactive Video

Resources to Enhance Teaching and Learning?

Tricia Thorpe &

Jane Williams

Diverse Conference 2009

Outline

• We are …• Setting the scene• Our journey so far with

issues encountered• Concluding comments

Setting the scene• Video in medicine/ teaching• Lots of it going on• Is it being used to best advantage?

Medicine: video “can provide access to the finer details of participants’

conduct and interaction”“provides an opportunity to begin to unpack the

complex and contingent forms of participation that enable the concerted accomplishment of the interdependent tasks at hand” (Heath et al 2007)

Our journey so far

• How to teach 1: seminar• How to teach 2: ice breakers• Consultation: exam practice• Fits, faints and funny turns• How to teach 3: Practical skill

How to teach: seminarPresented in classroom• Sound not always good• “too long”• Tutor seen as “patronising”• But also “powerful tool for learning” • Enabling “observation of real practice –

difficult in workplace”• Minutiae observable – eye contact etc.• “Would be good as part of blended learning...”

•

I do think the filming impacted on the teaching…perhaps it was a little more intrusive than I had expected

Our journey so far


How to teach: ice-breakers

• Comparing sessions: – Analysis & evaluation– High up Bloom’s

taxonomy– Range of models– Concentrate on 1

issue

Accompanying exercises

• Questions to answer prior to video • Video clips• Further questions• ‘Expert’ comments on each clip• General comments about icebreakers• Reference for further ideas/reading

Our journey so far


Consultation: Exam practice

• Performing a consultation • Preparation for end of year exam

– Unfamiliar exam format• Students are invited to mark a ‘student’ taking

a patient history under exam conditions• Students learn:

– How they will be assessed– By doing so, learn how to take a history– Provides interaction + feedback

Our journey so far


Fits, faints and funny turns• Student project • 3 video case studies embedded within an

interactive online tutorial• Student feedback

– Interactive exercises– Feedback

• Interaction: video stops, question asked, student answers, feedback received, continue

“When the instructional designer takes an information delivery view, the goal of the multimedia message is to deliver information.

When [he] takes a cognitive view, the goal... is to promote knowledge construction in the learner [not only by presenting multimedia material] but also by helping the learner to process the presented material in meaningful ways.”

Mayer & Moreno (2001)

Our journey so far


Disheartened … Issues encountered

• Production values• Hours of footage of mediocre teaching• Beware filming ‘professional patient’ £££• Classroom may need rearranging for

maximum camera coverage• Roving camera can disturb session• Observing anything changes it/possible

detrimental effect upon the session Practical skill teaching

Conclusion• In classroom – good facilitator can use a whole

gamut of home-grown + ‘ready-made’ video clips

• With remote use – video needs to be accompanied by supporting material that best replicates the principal features of the good teacher-led session – top elements:- feedback- interactivity (Petty 2006)

Conclusion: framework• How should we create interactive video resources to

enhance teaching and learning?• Set of principles/framework …

– Interactivity– Feedback– Context -appropriate– Is video the right medium for the learning outcomes?– Creative use of existing potential resources – feature film

• But:- time/ money

• So… - Use the students

• ‘digital natives’• Understand importance of resource engaging/involving them and

giving them feedback: 2 elements commented on in theirassignments

Your experience/views?

References• Mayer + Moreno, 2002: Aids to computer-

based multimedia learning Learning & Instruction 12: 107 – 119

• Heath, Luff & Sanchez Svensson, 2007: Video & qualitative research: analysing medical practice and interaction Med. Educ, 41: 109-116

• Petty G, 2006: Evidence Based Teaching (London, Nelson Thornes)

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