Creating video presentations for research methods teaching video slides
- 1. Creating video for research methods teaching: some key issues Sarah Lewthwaite Research Fellow, National Centre for Research Methods
- 2. The video classroom Technical affordances: • Demonstrate fieldwork in the field • Demonstrate software and digital techniques with screen capture and voice over • Animate and illustrate • Deploy multimedia
- 3. Education: an un-situated practice Image by Roman Mager
- 4. Education: an un-situated practice Image by Charlie Foster
- 5. Education: an un-situated practice Image by John-Mark Kuznietsov
- 6. Pedagogies of Social Science Research Methods 1. Connecting learners to research 2. Learning by Doing and associate pedagogies - experiential learning - problem based learning - immersive learning, etc. 3. Encouraging reflexivity (Kilburn, Nind & Wiles, 2014; Lewthwaite & Nind, 2016)
- 7. Teacher’s knowledge (Shulman) • Pedagogic knowledge (how to teach) – ‘those broad principles and strategies of classroom management and organization that appear to transcend subject matter’ (Shulman, 1986: 8) • Content knowledge (what to teach) – Methodology, method, theory, procedural and technical knowledge • Context – Knowledge of curricula, learners, educational needs and ends • Pedagogical Content Knowledge (PCK) – pedagogical knowledge specific to the subject matter in a given context
- 8. Student-Centred Learning Student gestures during a class discussion at Shimer College,1967. Recondite yearbook.
- 9. The video classroom • Context collapse: – All possible contexts are collapsed into one (Wesch, M., 2009; boyd, d., 2013) • Dis-location of teacher and learner • How can we know our imagined audience?
- 10. Working with an imagined audience In YouTube discovery of learning materials and interaction with learning materials is self-directed. – ‘The teacher is removed from this situation’ (Tan, 2013) – ‘Learning Decisions’ now reside with the student (Downes, 2010) Positioning your video with titles, keywords and introductions allows to you influence those learning decisions and model your audience.
- 11. Dialogue and Engagement • Set tasks and activities • Ask questions and use rhetorical devices, such as re-voicing • Learners can review, synthesis, evaluate and work creatively at their own pace.
- 12. Reflecting on your teaching approach • Tailor your approach • Consider the affordances of video and YouTube in particular • Consider principles of accessibility and inclusion – and then go further • Make your video discoverable – Plan titles, keywords etc. for search. Be as usefully descriptive as possible – Fix captions on YouTube and/or submit a transcript
- 14. Theorising the digital university • Pedagogical Content Knowledge (TPCK) (Shulman, 1986) • Technological Pedagogical Content Knowledge (TPCK) (Mishra & Koehler, 2006; Koehler & Mishra, 2013)
Editor's Notes
- #4: Excercise books image by John-Mark Kuznietsov@ https://unsplash.com/@markoukrainian Lecture halls image by Charlie Foster https://unsplash.com/@charliefoster Blackboard image by Roman Mager
- #6: John-Mark Kuznietsov https://unsplash.com/@markoukrainian