Group 3 - Using Video in Online Learning
Group 3 - Using Video in Online Learning - Marco, Rebecca, & Natalie
Marco, Natalie, and Rebecca created a user-friendly platform for interacting with a wide range of videos and using them in online learning. The content, applications for use, and tools provided could also be implemented in a face-to-face educational setting, making their presentation useful for all educators. Their website and presentation delivery were well-designed, professional, and engaging.
At the outset, the topic would touch on what my group is doing (using TikTok as an educational tool) or focus on showing movies in class. Thankfully, I was wrong. While they did mention video assessments for students to demonstrate their knowledge, they showed how using video within educational settings provides many avenues for educators. I have allowed freedom of knowledge production in assessments for many years as a firm believer that there is not only one way to show you understand what you are learning. As such, many students have been able to achieve using a method that suits their skills and interests. This aligns well with the Pillars of Online Learning, which calls for voice and choice in learning (Archambault et al., 2022), as well as Universal Design for Learning, which calls for student engagement through autonomy and choice (CAST, 2024). It becomes very apparent that the use of video in the classroom is supportive of both teaching and learning.
I was particularly drawn to Marco’s personal connection to the use of video and knowing that he has produced educational videos himself, I searched for them on the internet. I was able to find his youtube page, which has many videos that are exceptionally well produced. From videos discussing places he travelled to how to start writing, he has an approachable manner that engages. The content is visually appealing, interesting, and offers and range of topics to explore. One thing that comes across clearly is his love for his girlfriend, Mikayla. Besides being wildly jealous of his technological prowess, I am amazed by what he can do with video. People like Marco should use video in their classrooms. People like me, not so much. Well, at least not content created by me. This is an important distinction an educator should make note of, because creating content yourself instead of accessing the well-produced content that exists, like Marco’s would not be using video effectively. The whole point is engagement, and knowing if your abilities will create meaningful, captivating content is an awareness one should have. Not all video content is created equally, and that is ok.
As for the rest of the material produced by the group this week, the most meaningful page was the tools page which provided so many resources for educators to use, regardless of their access point in using video. This essentially is the point of these student-led workshops where we present what we know to others in the hopes that they benefit from it. I certainly know that the next time I want to show a video in an educational setting, I will first look to Marco’s youtube page!
Archambault, L., Leary, H., & Rice, K. (2022). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist, 57(3), 178–191. https://doi.org/10.1080/00461520.2022.2051513
CAST (2024). Universal Design for Learning Guidelines
Pereira, M. (n.d.). Home [YouTube channel]. YouTube. Retrieved October 23, 2024, from https://www.youtube.com/@Marcopolo2417/featured
