How to implement the strategy

1. During the introductory section of your class show a short video (2 mins max) that highlights a key aspect of the session topic or includes a relevant example or covers a current affair issue.   

2. At the end of the video, pose questions to students as a stimulus for guiding discussions.   Alternately, you can provide questions before the video is played, to focus attention and promote active listening. 

3. Ensure you periodically refer to the video discussions during the rest of the session to draw attention to the important points students made during their video observations.  

In the initial part of this Faculty Spark video entitled Implementing simple active learning activities into your teaching session, Melanie Roberts from the School of Allied Health Sciences, describes her approach and objectives for adopting the strategy in her teaching sessions.

The purpose of the strategy

This active learning strategy allows students to reflect on a new subject from a personal perspective.  Discussing video content based on their prior knowledge, assumptions and beliefs enables students to develop their critical thinking skills and promotes deeper learning.  

Adopting different media in class enables us to introduce new types of theory, support student engagement and incorporate avenues of popular culture that our students are familiar with.    

Read More

An adaptation of the strategy can be found in another active learning activity entitled Crucial Two Minutes. At the beginning of class, adopt this 2-3 minute motivational step to engage students in rethinking the focus of content by posing emotive and relatable questions. 

Further Reading 

Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE Life Sciences Education, 15(4), es6.1-es6.6. doi:10.1187/cbe.16-03-0125  

In this paper the author describes the effective use of videos to maximise student engagement, promote active learning and manage cognitive load.  The theory is quite in-depth but there is an excellent table with recommendations for good video use and a list of practical suggestions for incorporating educational videos at the end of the paper. 

Technology that can be used to enhance the strategy

Educational videos

YouTube

Class size that is suitable for the strategy

• 100+ students
• 20 - 50 students
• 50+ students
• < 20 students

Activity group size

• Individual

Year level in which the strategy is often used

• First year
• Post graduate
• Second year
• Third Year+

Discipline area (Academic Group) in which the strategy is often used

• Arts Education and Law
• Griffith Business School
• Griffith Health
• Griffith Sciences
• Other Group

Phase of the learning and teaching session in which the strategy will be used

• Introduction to session

Preparation time for the strategy

• Less than 10 minutes

Duration of the strategy

• Less than 10 minutes

Level of learning outcome that the strategy is designed to address

• Analyse
• Apply

Learning space appropriate for the strategy

• Informal space (e.g. library/at home)
• Laboratory/studio
• Lecture theatre
• Online
• Seminar room
• Workshop

Preferred Citation

Learning Futures (2020). Guided Video Viewing. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/9510/view