Possible uses of videos in teaching // University of Oldenburg

Possible uses of videos in teaching

General application possibilities

When using educational videos in teaching, the first step is to define the objective associated with their use. Broadly speaking, two distinct objectives for the use of videos can be distinguished (Sherin & van Es, 2005; Krammer & Reusser, 2005; Reusser, 2005).

Demonstrating and illustrating desired behaviours with the aim of lecturers adopting them (e.g. basic didactic patterns and forms of action)
Reflecting on the teaching situations shown, with the aim of sharpening awareness of the underlying structures of teaching and the quality of teaching and learning processes

To achieve these objectives, there are a variety of different ways in which videos can be used, such as:

as an illustrative example
as working material for students
as part of portfolios
as documentation of one’s own teaching (e.g. during internships)
as a counselling tool (e.g. to supplement or replace classroom observations)
as a basis for reflection and discussion on one’s own or others’ teaching

If the focus when using the video is on the reflection on or analysis of teaching, many different aspects can be analysed and reflected upon, such as (Helmke & Helmke, 2004)

analysing one’s own actions from the perspective of various stakeholders
analysing one’s own actions from different perspectives (subject-specific, subject-didactic, pedagogical and learning-psychological perspectives)
critically examining one’s own knowledge and skills
analysing the course of the learning process in comparison with one’s own expectations regarding the course of the learning process
comparing one’s own lesson planning with the actual course of the lesson
reflect on possible diagnostic interpretations of pupils’ actions
Assess one’s self-perception
Examine one’s understanding of one’s own role in teaching

The wide range of these possible applications clearly demonstrates the great potential of using videos in teacher training and how their use can be individually tailored to the specific objectives of the course or the development of students’ competences.

Literature

Helmke, A., & Helmke, T. (2004). Video-based teaching reflection. SEMINAR – Teacher Training and Schools, (4), 48–66.

Krammer, K., & Reusser, K. (2005). Teaching videos as a medium for initial and further education for lecturers. Contributions to Teacher Education, 23(1), 35–50.

Reusser, K. (2005). Situated learning with classroom videos. Journal of Teacher Education, (2), 8–18.

Sherin, M. G., & Van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475–491.