Will video kill the lecturing star?

Will video kill the lecturing star?

Posted in Blog on 25 November 2015

You may have heard about the flipped classroom approach, in which lectures are viewed at home and class time is used for discussion, project work and other practical exercises. You may also have been wondering whether to bother with it, and how it actually would work in practice.

For our modules on conflict resolution and international relations, we have created short video lectures for our students – from first-year undergraduates to master’s – to watch at home. And when they come to class, we work on applying what they have already learned. Here are our tips on how to flip:

Keep it brief

Students will be watching video lectures at home, so it is best to keep them short to maintain their attention, especially if the clips are supplementing rather than replacing required reading.

We try to limit our videos to 15 to 25 minutes and we normally group three together to cover key topics, concepts and ideas. Brevity will benefit you too, since it will probably take more time than you expect to make a video, even if you are working from an existing lecture.

Track engagement

We introduced short quizzes after each film to ensure that students were watching them. These included multiple-choice questions about the material covered in the videos and related readings. Students could only open the next video if they passed the quiz (they were allowed two attempts) and part of their final mark came from doing so.

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