Using educational videos and digital collaboration tools
First published 23 March 2021
In this article, Dr Sarah Dart provides advice on how staff can support student learning through the use of educational videos and digital collaboration tools.
Using Worked Example Videos (WEV) to support student learning
Through my research and teaching in engineering and maths units at QUT, I've had the opportunity to explore the effectiveness of Worked Example Videos (WEVs).
In these videos, I present a problem and work through the solution step by step. By explaining why certain techniques are implemented, how the maths is rearranged, and why things are done in a particular manner, I'm able to methodically guide students through the process to reach the final answer.
Accessibility is one of the qualities that make these videos particularly effective teaching tools. Students can view the videos any time they like and exercise their personal agency when selecting content and interacting with the resources.
If there is a particular concept that students are struggling with, they can choose the videos that cover that concept and zone in on exactly what their learning needs are. Students also often work alongside the videos to solve the problems. They can pause to have a go and then restart the video to verify they got the right answer or to prompt them when stuck.
If you are interested in implementing WEV into your teaching practice, I recommend focusing on the explanations and making sure you are clearly communicating concepts and your reasoning. This will enable students to develop a strong understanding of why things are done in a particular way, without having to make those assumptions themselves.
It's also important that you scaffold the content. Students respond well when they have some videos that focus on easier concepts and some that focus on extending those who want that extra depth and challenge.
When developing WEV content, I recommend that you think about course alignment. Students need to see the value in engaging with these videos and part of my strategy is to clearly link to assessment. We know that students are much more motivated to engage with resources when they can really see that explicit connection.
Centre purpose in all design decisions that you make
Before introducing Zoom or Blackboard Collaborate Ultra sessions to your teaching practice, ask yourself, 'why am I designing a live workshop versus an asynchronous resource such as a video or an online quiz?' There needs to be some benefit for students in terms of designing for that live environment and taking advantage of interaction and collaborative opportunities.
Explore platform capabilities
Are you familiar with the functionality of Zoom and Blackboard Collaborate? I recommend getting first-hand experience by creating a practice session and joining it with a second device. This will allow you to see what things look like from the host's perspective and what is happening from the participants' perspective when experimenting.
Understand platforms limitations
Depending on what your needs are and what tool you are using, sometimes it's not entirely possible to achieve what you had in mind. It's important to be across platform limitations so that you are able to introduce some mitigation strategies that support students to engage in the ways that you've designed. For example, in Zoom it is helpful to share instructions for breakout room activities in the chat before you send students off so they can refer to this as needed.
Develop awareness of common pitfalls
There are a number of pitfalls that educators can fall into when transitioning into an online environment. I recommend thinking about the changes that occur in your role when you are facilitating online versus face-to-face. What are some of the challenges that students come up against in the online environment, such as anxiety around using the technology tools or being more isolated in their learning? What can you do to encourage their active participation? Working through these questions can help you to create an effective learning environment for your students.
Reflect on your teaching practice
My final tip for facilitating learning online is to continuously reflect on how things are going within your teaching. This allows you to address some of the mistakes that you identify while improving the learning designs that might not have worked out exactly as you had planned in the first place.
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Dr Sarah Dart is a lecturer in the QUT Academy of Learning and Teaching (QALT). Sarah has taught in engineering and maths units, including mechanics, dynamics, and vibration and control. She also unit coordinated and lectured Introductory Algebra and Calculus, a subject mostly taken by first-year students in science.
In 2020, Sarah received an Australian Award for University Teaching (AAUT) Citation for Outstanding Contributions to Student Learning for her pioneering worked example videos that use conversational ‘think-aloud’ narration to illustrate and develop problem-solving skills for students in engineering and mathematics.
