Instructional video: beyond flipped classroom

In the past year we have seen  experimentation with instructional videos on the Brown campus, specifically for flipped classroom and lecturing at a distance. Flipped classroom, assigning video lectures outside of the classroom, is not the only way to use video for teaching and learning. Video, a medium that encourages passive viewing as a stand alone resource, works best when embedded in larger multimedia contexts in online courses or woven into classroom activities.  

This diagram presenting different genres of videos and the outcomes they support can inspire us to incorporate video for a variety of instructional purposes. Below we explore some genres and umbrella outcomes with examples of use in teaching.

Video For Teaching

(Schwartz & Hartman, 2007)

Continue reading

TEACHING WITH DIGITAL MEDIA CONTENT

Recent advancements in hardware and software have made digital media production more accessible to a broad range of people. For example, it is now relatively easy for anyone with a smartphone to record a high-quality video, edit it, and share it online with a worldwide audience. For educators, the growing democratization of media-based practices has the potential to transform both how instructors teach and how students learn.

In this post, we answer two pertinent questions related to creating and using digital media as a teaching and learning tool: Why should you consider using digital media in a course? What resources are available at Brown to help create digital course assets?’

Why use digital media and video in a course?

When used correctly, digital media and video can enhance the design of a course in several ways. It can…

Continue reading

Mobile Devices in the Classroom: Managing Distractions

Mobile devices are an integral part of increasing number of students’ lives. This has generated mixed reactions in the higher education community. Some have focused on the shift in the way we learn enabled by smart devices while others worry about the potential for distraction for the student themselves and the rest of the class when devices including laptops are used in the classroom.

Opponents of mobile devices in the classroom point to multitude of studies that have shown multitasking to be detrimental to learning. The assumption here is that by the virtue of being always connected, students with laptops, tablets, or smartphones are always multitasking and distracted. Some instructors manage this problem by strictly implementing a policy of no devices in the classroom. Some colleges go a step ahead and block internet for some classrooms.

Although distraction due to mobile devices is a legitimate concern, we can take a more inclusive approach to the problem rather than implementing restrictions top-down.

Educate about effects of multitasking and distraction
Here are a few points you can share with your students. Multitasking: Continue reading