Video as a Learning Tool

The use of videos as a learning resource is a good alternative.  Taking in information from watching and listening to a video is a much easier and effective process to that of scanning and reading through a variety of books and journals.  It is a quick and efficient way of understanding the information that is being delivered.  With the use of a video providing an understanding around a topic, it is much more likely that students would be able to search for an academic reference when given the task of completion of assignments.  As many people are aware, there is the stereotype of a lazy student.  For the case of these students and even the more active students, learning through video could be a solid way of improving understanding (because it would not take as long as reading a chapter of a book), and as a result improving the outcome of assessment.

Through a student perspective and from discussion with staff, it is clear that there tends to be a main purpose for the use of videos as a teaching stimulus; to provide information.  A video is provided in the sense that it is used to reiterate a topic being covered within lectures, or it is used to break up a lecture and provide a different medium of teaching.  From this, there are occasionally discussions focused around the video and its content.  However there can be the option to use videos in a variety of different ways.

I have discovered that there are other ways in which videos can be utilised in lectures.  From interviews with members of staff, it was highlighted that not only do they want to use videos for information on topics being discussed in lectures, but also for different means. These would include: videos that would provide professionals discussing future careers that can lead on from a degree, and another being that videos could showcase not only theory but could illustrate in practice examples.  This is an area that could be found useful in both teaching and health formats. For example: in teaching, a video could show effective pedagogy in the classroom.  Following from this, videos could be used as extension activities.  Potentially covering comparisons of different perspective, and formative and/or peer assessment.



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