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Session 84: Tuesday Talkabout - Why Use Videos

Page history last edited by mary.mcglasson@... 8 years, 1 month ago




Why Use Video Part I: Miguel Fernandez (19:13)


Miguel Fernandez, English Faculty

Miguel Fernandez has been teaching Composition and Literature for about 10 years. He first started using video when teaching as a MCT – Microsoft Certified Trainer – in 2001 and delivering MOCs such as Visual Interdev or Distributed use VB5.  Tools were literally CBT players and VCDs cued to bookmarked clips.  The add-on of visual media (engaging the senses) enhanced learning.



    • Youtube
    • Techsmith’s Camtasia.  Camtasia is excellent, with the ability to take video, powerpoint, audio tracks, images, comments, and effects and drag and drop to a timelines for automatic remix.
    • Sometimes use audioblocks and videoblocks.com for royalty free clips (the service isn’t free) because I still have licensing from the college radio station.
    • http://coub.com/new-editor



    • When teaching intro to literature for business students, online, some students have very little interest or motivation.  It’s another required course to fake through.   But when using videos with commentary embedded (either in added audio, 2nd audio track, walk-throughs or captions), interest perks up. 
    • Students are used to the emotional and narrative effects of video clips and TV programs, especially advertisements, and these provide an effective first point of contact to demonstrate and analyze storytelling effects, concepts and terms (characterization, symbols, etc). 
    • As students build confidence and stamina for their attention span, these skills then carry over into application to texts: short stories or novels.
    • For HW’s, students sometimes submit to discussion groups a video as answer, model, or examples, with caption or walk-through commentary for analysis.  Video is an excellent start up instrument and great way to restart lessons after exam/paper heavy weeks, which can be a great morale raiser.




Why Use Video Part 2: Jon Garza (8:09)


Jon Garza, CIS Faculty

Jon Garza has been teaching at CGCC for 2 years, both online and face-to-face courses in Web/Graphic Design for the Business/CIS division. Prior to teaching Jon worked as a Graphic Designer for CGCC, Boys & Girls Clubs of Metro Phoenix, and Arizona State University and gained much experience creating and using videos for his work. Jon knew that he wanted to utilize more interactive forms of media for his online classes because it’s a great way to connect with students that are not face-to-face, so he created videos showing his workflow process as well as embedded tutorial videos from online resources.  Tutorial videos are great for Jon’s students to visually see how to perform certain tasks using Design software (Adobe Photoshop and Adobe Illustrator) that they may have trouble doing on their own if they are in the online format of the course. 


Jon wants to continue to create more videos including his own tutorial how-to series performing tasks using Adobe’s design software, as well as more supplemental videos relating to Web/Graphic Design and Illustration. Finding the time to create the videos is challenging, because Jon alone performs the production of filming, screen casting, being the subject, and editing the videos. However, he looks forward to continue to create more videos for his courses and be able to work with the CTL in finding a better workflow for creating video content.





    • great way to connect with students that are not face-to-face
    • students to visually see how to perform certain tasks using Design software (Adobe Photoshop and Adobe Illustrator) that they may have trouble doing on their own if they are in the online format of the course. 





Why Use Video Part 3: Mary McGlasson (7:31)


Mary McGlasson, Economics Faculty

Mary has taught Economics at Chandler-Gilbert since 1996, and over the last few years, has been teaching hybrid courses. She is the first to admit that her initial foray into teaching hybrid was an unmitigated disaster, which made her step back and rethink the entire design of the course - she has developed her own video materials for students to get the lecture content in the online component of her courses, which frees up the face-to-face time with students for active learning.





    • Able to use the face-to-face time for "hands-on" learning
    • Don't need to worry about the publisher or copyright issues when you use your own materials
    • Students find video much more engaging than a textbook
    • Lots of great feedback from a global community



    • Making your own materials is time-consuming
    • Not only do you need to create the video materials, but you also need to have transcripts for universal accessibility
    • Internet trolls


Why Use Video Part 4: Mary Zimmerer (15:16)


Mary Zimmerer, Reading Faculty

Mary has been teaching reading at CGCC for ten years.  She has developed online and hybrid courses for CRE 101 and uses Canvas extensively in her face-to-face developmental reading courses.  Mary's use of videos were initiated by need more than design, but she has found that using video for lectures, feedback, and detailed assignment directions have helped students in all her classes.





    • Frees up class time for projects
    • Students can revisit videos with feedback while working on essays
    • Directions can be viewed more than once
    • Videos allow students to interact with different forms of 'text'



    • Creation of videos can be time-consuming
    • Students may encounter streaming issues

Click here to complete the workshop evaluation!



What does Domo eat?

Domo eats any of Mary's baked goods,

and he also eats faculty members who don't give their feedback about the Technology Tuesdays series! ;-)

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