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Video and audio

Brief description

Video and audio can be used in connection with traditional lectures where academically relevant video or audio files may be played. In blended learning or the flipped classroom approach, video and audio material can also be used when preparing for teaching sessions. The material can be produced by the teacher, guest lecturers or experts from a specific field, or students may be involved as active producers of the academic content.

Motivation

You as a teacher may use video and audio in your teaching to add variety to your lecture by including more visual or auditive input. If you are taking a blended learning or flipped learning approach, the video and audio material may include your academic presentation for the students to watch when preparing between teaching sessions. The production of video and audio material will then make space for more interactive dialogical and inclusive teaching in the physical classroom. This allows more time for academic discussions and more student-focused teaching in the physical classroom, where students will be more active participants in their own learning process.

 

Activities

You may use video and audio in many different ways. For instance, browse our list of concrete activities and examples of practice in the right margin of this page, or find inspiration in the following brief examples of more general activities:

Student-created productions

The students can create short digital video or audio productions that are well suited for submission as short assignments at regular intervals during the semester, e.g. portfolio assignments or product exams. The assignments may take the shape of podcasts or video productions including written comments.    

Feedback

It may be time-saving for a teacher to correct assignments using video or audio files. You may for instance give collective video feedback to the entire class or oral feedback to individual students in an audio file, or you may review the assignment using screencasts.

Online lectures

Video and audio can be used for recording the teacher’s traditional lecture for the students to watch or listen to when preparing for teaching sessions. In this case, the lecture will be included in the students’ activities between sessions, which supports more active student participation in the physical classroom. This is the classic flipped classroom model, but you may also choose to lecture live as an online chat or video meeting.

Academic Videos

Use the video format for shorter and more condensed clarifications of concepts and explanations of, eg. a relevant time period for your academic subject. This also acts as reference material for the students' exams. The videos can be made as recorded short presentations, or you can choose to make screen recordings of your slideshow with a voice over. Read more about recording directly in Powerpoint.

Guest lectures

Invite a colleague or guest lecturer from another university or an expert from an academic field to give a video-recorded lecture if they cannot be present during the scheduled teaching session. This may take place as an online chat or video meeting.

Digital tools

If you do not know which tools to use for the different activities, or what the differences are between them, you may read more about tools below:

The audio material may be useful in various contexts in your teaching, for instance for adding more variety during a lecture, or as preparation for a teaching session. Auditive input can create space for more interactive, dialogical and inclusive teaching.

Soundcloud is a music sharing tool that lets users upload audio and their own musical compositions to a website where others can add comments and share their productions. It serves as a social medium for musicians and others interested in audio. 

Podcast*

A podcast is not one particular tool. In principle, podcasts are radio programmes which you may download directly to your phone or computer. Podcasts can therefore be used as radio production and can train the students’ communication proficiency and organisational skills within almost any topic. Podcasts can be recorded using the memo app on iPhones and edited using the program Audacity, for instance. 

Screencast-o-matic is a simple tool that makes it easy to record material directly from your screen. It is a free tool that records your screen image in sessions and can be used to show how to use a specific program, for instance. It comes with the option to add narration while showing your screen. 

Kaltura is a tool that makes it easier to integrate a video in Blackboard. It opens new possibilities for content in Blackboard, which can result in a broader understanding of which texts and text types can be included in the students’ curriculum.  

Soapbox by Wistia is a program, that enables you to record yourself and your screen at the same time. Afterwards you can edit and share the recording easily. It is an extension for Google Chrome, so it only works with this internetbrowser.

Imovie is a user-friendly video-editing tool offered as a standard feature in all Mac computers. The tool can be used to edit videos and save them in a format that makes it easy to send them to others or upload to YouTube. Keep in mind that not everyone has a Mac computer and use for instance Hitfilm Express as an alternative for Windows users.

Shotcut is a free video-editing program available for both Mac and Windows. It is easy to use for people with little experience in video editing. Using Shotcut you can easily cut and edit your videos and use a variety of filters and effects. 

VideoANT is an online tool for annotating specific parts of a video. As an example you can give specific feedback on videos produced by students or set up a commentary track with questions on a video for the students to answer.

Worth considering

When is it most meaningful to include video and audio in your teaching? During lectures, when the students can react directly to this and discuss it among themselves, or as preparation for teaching sessions to support more reflective discussions of the content?

Can you as a teacher create the material for the students yourself, and do you want to do so? Or do you harvest the material from other sources?

The content in this page was developed by Pernille Risør Elving, research assistant at Centre for Teaching Development and Digital Media.