Video Pedagogy : Theory and Practice

"This book conceptualises the ways in which video has created a pedagogy for current learning and teaching practices, disciplines, and environments. It brings together the concepts and practice of video as pedagogy by providing theoretical discussion and practical guidance and recommendations on the use of video in learning and teaching, drawing on a wide range of case studies including nursing education, business education, architectural education, engineering, mathematics, physical education, science education, and screen production. Part I focuses on video, students and learning and Part II on video, teachers and practice. The book covers various perspectives on the concept and use of video in learning and teaching: developing students practical skills and knowledge; using video for teaching culturally sensitive topics and cultural competency; for feedback, reflection, training and professional development; making and producing videos for educational purposes, with discussion on techniques, devices, software and strategies."-- Provided by publisher Acknowledgments Contents Editors and Contributors 1 Conceptualising Video Pedagogy Introduction What Is Video Pedagogy? Pedagogical Benefits of Video Chapters in Video Pedagogy: Theory and Practice References Part IVideo, students, and learning 2 Building Undergraduate Nursing Knowledge and Practice Through Video Introduction Video in Nursing Education Building Undergraduate Nursing Knowledge and Practice Through Video: Strategies and Examples Case Study 1—Using Video to Enhance Learning in Science Case Study 2—Using Film to Learn About Human Behaviour: Sujit Kumar and the Nature/Nurture Debate Tutorial Learning Objectives Case Study 3—Using Film to Learn About Nursing Practice in Rural Communities The Documentary Evaluation of Documentary Conclusion References 3 Effectiveness of Multiple Types of Video for Learner Engagement in Business Education Introduction Learner Engagement Video in Business Education Case Study Course: Advanced Advertising Strategy The Course Redesign and Development Process Content Videos Instructional Videos Interactive Videos Student-Created Videos Findings and Discussion Affordances of Video Teacher’s Presence Acquisition and Application of Knowledge Interaction and Community Building ​ Challenges of Creating Videos Recommendations and Conclusions References 4 Flipping the Classroom: Using Video to Enhance First-Year Undergraduates’ Cultural Competency Introduction Community Engagement in Higher Education What’s at Stake? Cultural Competence Among (White) College Students Creating the Instructional Platform Methodology and Process Culture and Cultural Competency: An in-Depth Discussion Student Impacts and Conclusions References 5 Stop Motion: Being Precise About the Uncertainty of the Design Process in Architectural Education Introduction Video in Architectural Education The Educational Context in a School of Architecture Methodology Discussion on the Use of Video in the Educational Design Context Expectations & Hesitations Distantiation & Reflection Temporality and Linearity Collecting and Synthesising Technology and Software Concluding Remarks References 6 Learning by Watching Others Learn: Vicarious Learning from Videoed Tutorials Introduction Vicarious Learning from Tutorial Dialogue Pedagogical Theory and the Implications for Videoing Tutorials Activity-Based Interpretations of Vicarious Learning from Videoed Tutorials Cognitive and Informational Interpretations of Vicarious Learning from Videoed Tutorials Modelling Interpretations of Vicarious Learning from Videoed Tutorials Motivational and Affect-Based Explanations of Vicarious Learning from Videoed Tutorials The Theory in Practice The Topic The Tutors The Tutees The Preparation The Dialogue The Videos Observer Activity Conclusion References 7 Video and the Pedagogy of Expansive Learning: Insights from a Research-intervention in Engineering Education Introduction The Social Situation of the Project Conceptualising the Mediation of Expansive Learning Using Video Footage in a Change Laboratory Project 1. Questioning 2a. Historical Analysis 2b. Actual-Empirical Analysis 3. Modelling 4. Examining 5. Implementation 6. Process Reflection 7. Consolidation/Generalisation Concluding Comments References Part IIVideo, Teachers, and Practice 8 Flipping Professional Learning Through Videos in Mathematics Education Introduction Professional Learning Flipped Professional Learning The Flipped Professional Learning Study Results of the Study Mathematics Self-Efficacy Teacher Agency Just-in-Time Limitations Implications for Practice and Policy Where to Next? Conclusion References 9 Video as an Instructional Tool in Transforming Teachers’ Pedagogical Practices and Mentoring Skills in Physical Education Introduction Use of Video in Teacher Learning and Mentoring in Physical Education Context of the Study Video Content Video Designers Video Responders Viewing Focus Exemplary Video Evidence for Beginning Teachers’ Instructional Practice Video Evidence for Reflective Analysis and Conversations Between Mentors and Beginning Teachers Video Evidence for Reflective Analysis and Transformational Learning with Mentors Practical Considerations for the Use of Video Technology Tool Appendix References 10 Examining an Activity System of Learners, Tools, and Tasks in a Video Club Introduction Design Features of Video-Based Professional Development Design and Methods of the Study: Video Club Context Data Collection and Analysis Findings Discussion and Conclusion References 11 Te Ara Motuhenga (Documentary Pathways): Developing Video-Based Teaching and Learning Resources for Documentary Practice Introduction The Context of the Resource Development Process Choices and Challenges in Making the Resources Close-up on the Resource Development Process Aligning the Resources with the Teaching and Assessment of the Documentary Papers Conclusion References 12 A Practical Guide to Video-Making for Teachers: Key Principles and Tools Introduction Effective Uses of Video in Teaching and Learning Types of Video Steps and Principles of Video-Making for Teaching and Learning Planning Setting Up the Device Recording Editing Publishing and Sharing Tools to Record and Edit Videos Considerations and Recommendations for Creating Effective Videos for Teaching and Learning Presentation of Video Active Learning with Videos Accessibility Copyright Concluding Remarks References Afterword