How to use Video-Based Learning?

Video-based learning is not quite the same as using videos in the classroom. It entails students learning from the video through their own efforts, and thus requires more thought from the teacher than searching for an appropriate video resource. In fact, there are quite a few things we would want to consider when adopting a video-based learning approach.

1. Which part of the lesson unit lends itself to video-based learning?

The first question we need to ask ourselves is which aspect of the lesson unit lends itself to video-based learning. For example, I might want to look at all the parts that require direct instruction and consider among these, which would be better delivered through the visual medium, i.e. using videos, as opposed to having a teacher deliver a lecture in class.

For example, a video can be used to introduce the concept of globalisation, which students struggle to grasp as it is abstract and not immediately visible. We can possibly ask students to watch an explainer video, like that produced by Explanity, and write a short definition of globalisation in their own words. This video uses accessible examples to illustrate the essence of globalisation and its impact, which in turn draws students’ attention to the effects of globalisation around them.

In general, video-based learning can be used to prime students for learning, as in the example provided above, to deliver learning content, e.g. direct instruction using videos, or reinforce student learning e.g. consolidation activity to wrap up a learning unit.

2. How can videos add value to the learning process?

After determining our purpose and intent of video-based learning, the next question to ask would be the specific value-add video-based learning brings. How is video-based learning going to, in this specific instance, improve the learning process and hopefully thus the learning outcome? This is an important consideration to guard against using video-based learning for its own sake as opposed to using it for a specific end.

Videos can add value to the learning process when used as a content or context resource. Using videos as content is to use videos to explain concept or trigger discussion, whether it is in a flipped learning environment or in a classroom setting. In this instance, video is used to concretize for students a abstract concept or remote event, showing them what ‘it’ is like in reality. Here, the video content can also raise students’ baseline knowledge about a topic and provide some basis for discussion and learning. This allows less-exposed students to participate in a class discussion where they draw on content resources presented in the video, particularly where it is a topic that is remote from their everyday context.

Using videos as context is to present the case study or scenario through videos, such as in project- or problem-based learning. Videos used as such are typically carefully designed not to give the game away, i.e. show the situation at hand instead of telling students explicitly where the problem lies. This enables students to practice problem identification skills of e.g. analysing evidence and formulating hypothesis.

In both potential scenarios of use, it is critical to bear in mind that videos are primarily a visual medium, and that which students see on screen should matter as much, if not more than what they hear. This is the reason for emphasising the importance of video in showing as opposed to telling, whether it is in explaining content and providing context.

What’s next?

Following the pre-planning process of clarifying purpose, intent and value of video-based learning in the identified context, the next steps entail locating the requisite video resources and developing a learning task for the desired learning experience.

It is often too easy for teachers to plan video-based lessons based on available resources instead of students’ learning needs or suitability of the video medium to achieve the pre-determine set of learning goals. By tackling the 2 questions posed above prior to embarking on the lesson design process, we hope that our lesson design would be on the mark in terms of meeting students’ learning needs and achieving the desired learning outcomes.