Students and Video
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SAGE is launching six video collections in 2015, aiming to understand the video usage patterns among students, faculty, and librarians to enhance educational support. Students primarily watch videos for class assignments, understanding concepts, and for supplemental learning, with preferred platforms including YouTube and educational hubs. The document highlights the characteristics of effective educational videos and provides case studies reflecting students' diverse experiences and preferences in utilizing video content.
Students and Video
- 1. Los Angeles | London | New Delhi Singapore | Washington DC Students and video Elisabeth Leonard, MSLS, MBA Executive Market Research Manager elisabeth.leonard@sagepub.com
- 2. Los Angeles | London | New Delhi Singapore | Washington DC Why? ● SAGE is launching 6 video collections in 2015. ● We want to know what students, faculty, and librarians use video for so we can meet student, faculty, and librarian needs.
- 3. Los Angeles | London | New Delhi Singapore | Washington DC To instruct students on practical skills outside of the classroom. To illustrate a point in the classroom. To support student learning outside of the seminar / lecture. To bring distinguished lecturers from other institutions and countries into the classroom. To increase media literacy. To instruct students on practical skills in the classroom. To reclaim lapsed attention in the classroom. Assign on reading lists for classroom prep Showing a different perspective or covering a touchy issue. Faculty and video
- 4. Los Angeles | London | New Delhi Singapore | Washington DC The next frontier STUDENTS
- 5. Los Angeles | London | New Delhi Singapore | Washington DC What do you think? ● Where do you expect students go when looking for a video? • Google • Google Scholar • Library site (includes catalog, LibGuide, database page) • Class webpage or reading list • Textbook • YouTube
- 6. Los Angeles | London | New Delhi Singapore | Washington DC Where they find video ● YouTube ● Google search ● Class web page ● Library
- 7. Los Angeles | London | New Delhi Singapore | Washington DC Main destinations ● YouTube ● Khan Academy ● TedTalks ● Disciplinary hubs ● Textbook supplementary websites
- 8. What makes for “good” video ● Engaging speakers ● Plenty of (relatable) examples ● Practical applications of theoretical concepts ● Infographics, colorful visuals, or diagrams ● Humor Los Angeles | London | New Delhi Singapore | Washington DC
- 9. Los Angeles | London | New Delhi Singapore | Washington DC What makes for “bad” video ● Monotone speakers ● Wrong audience level ● Not easily identified as relevant ● Odd sounds or bad audio ● Distracted speakers
- 10. STUDENT CASE STUDIES Los Angeles | London | New Delhi Singapore | Washington DC Making it personal
- 11. Case study: Melinda, Economics major ● Can’t remember not watching videos ● 90% of her classes include video ● Looks for bias and authority ● Appreciates her professor’s efforts Los Angeles | London | New Delhi Singapore | Washington DC
- 12. Case study: Karen, Psychology major ● Watches video for most of her classes ● Wants more advanced topics ● Sees video as a way to bring the international academic community to her device Los Angeles | London | New Delhi Singapore | Washington DC ● Not aware of the library
- 13. Case study: Cedric, Media studies major ● Watches video to analyze it ● Often watches the same segment again Los Angeles | London | New Delhi Singapore | Washington DC and again ● Unaware that library has streaming video, but does use documentaries on DVD ● Video not shown in all his classes ● Not aware of the library
- 14. Case study: Jeff, graduate student in instructional design ● Use includes live streaming video of the Los Angeles | London | New Delhi Singapore | Washington DC classroom ● Watches 2 videos per class period ● Wants videos to be short or in chunks ● Sees videos as a way to scaffold learning
- 15. Generalizations ● Tend to watch 2-8 minutes ● Easily bored/distracted, but want to learn ● Looking for something just right ● Length, topic, examples, authority ● A large part of their educational experience has Los Angeles | London | New Delhi Singapore | Washington DC included video ● They actually say “flipped classroom” ● They learn about the library’s holdings…but not from you
- 16. Los Angeles | London | New Delhi Singapore | Washington DC To instruct students on practical skills outside of the classroom. To illustrate a point in the classroom. To support student learning outside of the seminar / lecture. To bring distinguished lecturers from other institutions and countries into the classroom. To increase media literacy. To instruct students on practical skills in the classroom. To reclaim lapsed attention in the classroom. Assign on reading lists for classroom prep Showing a different perspective or covering a touchy issue. Faculty and video
- 17. Los Angeles | London | New Delhi Singapore | Washington DC What do you think? ● What are the main reasons students watch educational videos?
- 18. Main reasons students watch videos ● Assigned for class ● Shown during class ● To gain understanding of a concept ● As a source for a paper Los Angeles | London | New Delhi Singapore | Washington DC
- 19. Los Angeles | London | New Delhi Singapore | Washington DC It is shown in the classroom. To illustrate a point in a presentation. To support their learning outside of the seminar / lecture. In hopes that if someone else says it, they will understand. To learn practical skills outside the classroom. It is assigned from a reading lists for classroom prep To hear another point of view. Students and video To use for extracurricular work.
- 20. Los Angeles | London | New Delhi Singapore | Washington DC Want to know more? ● For ALA Midwinter attendees, join us in the SAGE booth #4021 for a behind-the-scenes look at video in higher education and BRUNCH. Email camille.gamboa@sagepub.com if you are interested in attending. ● The video whitepaper on students will be released spring 2015. Email elisabeth.leonard@sagepub.com for details.