Video occupies an ever-increasing position of importance as a learning technology due to its educational affordances such as immutability, editability, adaptability, and the potential for revision and re-purposing. Video can is “information-dense” and can be used to convey certain information far more effectively than, e.g.:, text, "chalk and talk", etc. and can facilitate the application of alternate pedagogical strategies (Sherin, 2004) and through viewing and reflection, can support a formative function for teacher and learner alike (Mitra et al., 2010).
The potential for video as a tool for teaching and learning, however, is offset by the supposed difficulty of the software, hardware and production requirements which are often associated with the creation of video. As identified by Norton & Hathaway (2010), a lack of teacher education on the creation of bespoke video for teaching is a major barrier to its effective use and a lack of video production knowledge can result in a failure to manage associated necessary elements such as time required, the importance of appropriate spaces for filming, etc.
In this paper, framed against the standard Technology Acceptance Model (TAM) and drawing upon research undertaken in the area (e.g.: Davis et al, 1989), the authors outline the intentions, methodologies and the results of a pilot initiative - the “Creator Project” - which they designed to address this ongoing issue. Central to this project was the development of video by each “creator” in the context of their own discipline and teaching practice. By avoiding a prescriptive "one-size fits all approach", staff were able to place their own needs at the center of the project’s training experience and were empowered and supported in using the technology with confidence and creativity and for optimal pedagogical effectiveness with their students. Training in the initiative was facilitated via a five week online course which used the flipped classroom approach. The course covered the fundamentals of video production with a focus on enriching the teaching and learning experience. Each week, participants attended one of two face-to-face workshops which were used as collaborative spaces where “creators” could cover some of the more practical elements of their individual projects.
Attendees to this session will be provided with all relevant information on the methodologies applied in the Creator Project initiative and how these were used to help formulate staff-led and discipline-specific resources for enhancing and supporting teaching and learning.
Gamoran Sherin, M., 2003. New perspectives on the role of video in teacher education. In Using video in teacher education (pp. 1-27). Emerald Group Publishing Limited.
Mitra, B., Lewin‐Jones, J., Barrett, H. and Williamson, S., 2010. The use of video to enable deep learning. Research in Post‐Compulsory Education, 15(4), pp.405-414.
Norton, P. and Hathaway, D., 2010. Video production as an instructional strategy: Content learning and teacher practice. Contemporary Issues in Technology and Teacher Education, 10(1), pp.145-166.
Davis, F.D., Bagozzi, R.P. and Warshaw, P.R., 1989. User acceptance of computer technology: a comparison of two theoretical models. Management science, 35(8), pp.982-1003.
