Top ten. Dr Clive Young, VideoAktiv Introduction The aim of this section is to highlight the range of innovative uses of digital video in education with reference to their relative pedagogical value.
The ‘Top Ten’ is a populist format but the underpinning pedagogical approach was inspired by Uskov (2005) who in his National Science Foundation project “Technology for advanced e-learning” investigated the perceived value of among video among teachers and learners. Flip Your Classroom Just in Time. Too many educators seem to think that flipped classrooms merely replace the classroom lecture with an online video lecture.
For instance, in her post for gradhacker, Andrea Zellner writes that “lectures can be captured on video for students to watch [at] home, freeing up class time for hands-on learning activities and discussion.” This observation is factual as far as it goes—the flipped classroom can use online videos—however, it overlooks the real value of the flipped classroom. To understand why the flipped classroom is so revolutionary, we have to understand how it changes a basic task of education: echoing the knowledge and skill of the teacher in the students. In the past, this reproduction of knowledge and skill required close proximity to a specific teacher who had the knowledge and expertise that the students wanted or needed. Students had to gather with the teacher in the same place and at the same time to hear the master’s words or to watch the master’s demonstrations.
Presentation Rules using Visual Storytelling to sell Big Ideas. Why Flip The Classroom When We Can Make It Do Cartwheels? Turning Learning on Its Head!