1. 2 1 2 Video use: What do students say they want?
Katryn Wiese, City College of San Francisco 2
Using video to improve
student learning
Gathered from 4 years of
video development and use
in an Introductory Oceanography course 1 2
Summary
Video is increasingly being used as an educational tool in college science courses. Even if we are not assigning videos, students are independently looking to places like YouTube to supplement their learning. This panel will discuss how we can utilize videos in to support our teaching and how the creation of videos can serve as a mechanism to help students learn and develop their communication skills. We will discuss what research tells us about the most effective use of these multimedia tools and review feedback from students about what they think are the features of a useful video. We encourage the audience to come prepared for a discussion of the role of video both inside and outside the geoscience classroom.
Juliette Rooney-Varga:
Engaging Students and Society Through Student-Produced Videos on Climate Change Science
Student-produced video projects offer a powerful means to meet many of the challenges of geoscience and climate change education, while simultaneously building digital media literacy and communication skills. Production and dissemination of a short, effective video require extensive pre-production research, critical thinking, writing, planning, collaboration, and creativity. Students become educators, learning through an effort to teach others. Here, we'll discuss resources and findings from the Climate Education in an Age of Media (CAM) Project,which aims to empower students to not only learn climate change science, but to add their voices to societal discourse.
John Bedward
Semiotics, Information and Interactive Design: Informing Geoscience Education Multimedia Teaching and Learning
Increasingly, educators are leveraging the power of multimedia tools and resources to communicate scientific concepts to a range of learners. The design decisions involved in creating and providing geoscience content requires a multidisciplinary approach, which is not always available to the content expert. Greater collaboration and understanding between content, pedagogical and design experts is needed to support student multimedia learning.
Katryn Wiese
Video use: What do students say they want?
In this presentation, we will review student use of videos in an Oceanography class over the past four years, including top things students like and don't like, strategies that have improved video interaction and use, and impacts on class engagement and outcomes. We will also describe the On the Cutting Edge educational video collections and design resources available to assist those who want to use videos in a multitude of ways and design their own.
EARTH EDUCATOR’S RENDEZVOUS
MADISON, WI
JULY 18-22, 2016

2. Who watches Earth Rocks! Videos
65+ videos covering introductory earth science topics (college level)
CCSF students assigned them in flipped introductory oceanography lecture (replacing lecture)
CCSF students as resource for field, lecture, and lab courses
Students in other CCSF courses or other colleges who are assigned them or who discover them through YouTube (HS, College…)
Instructors who teach these concepts at HS or College
Professionals (paid or volunteer)
Interested public
Summary
Video is increasingly being used as an educational tool in college science courses. Even if we are not assigning videos, students are independently looking to places like YouTube to supplement their learning. This panel will discuss how we can utilize videos in to support our teaching and how the creation of videos can serve as a mechanism to help students learn and develop their communication skills. We will discuss what research tells us about the most effective use of these multimedia tools and review feedback from students about what they think are the features of a useful video. We encourage the audience to come prepared for a discussion of the role of video both inside and outside the geoscience classroom.
Juliette Rooney-Varga:
Engaging Students and Society Through Student-Produced Videos on Climate Change Science
Student-produced video projects offer a powerful means to meet many of the challenges of geoscience and climate change education, while simultaneously building digital media literacy and communication skills. Production and dissemination of a short, effective video require extensive pre-production research, critical thinking, writing, planning, collaboration, and creativity. Students become educators, learning through an effort to teach others. Here, we'll discuss resources and findings from the Climate Education in an Age of Media (CAM) Project,which aims to empower students to not only learn climate change science, but to add their voices to societal discourse.
John Bedward
Semiotics, Information and Interactive Design: Informing Geoscience Education Multimedia Teaching and Learning
Increasingly, educators are leveraging the power of multimedia tools and resources to communicate scientific concepts to a range of learners. The design decisions involved in creating and providing geoscience content requires a multidisciplinary approach, which is not always available to the content expert. Greater collaboration and understanding between content, pedagogical and design experts is needed to support student multimedia learning.
Katryn Wiese
Video use: What do students say they want?
In this presentation, we will review student use of videos in an Oceanography class over the past four years, including top things students like and don't like, strategies that have improved video interaction and use, and impacts on class engagement and outcomes. We will also describe the On the Cutting Edge educational video collections and design resources available to assist those who want to use videos in a multitude of ways and design their own.
What each watcher wants depends on their motivations….

3. CITY COLLEGE OF SAN FRANCISCO
Two-year college, in which most of our students are general-education students looking to fulfill a natural science requirement for transfer to a 4-year college.

4. Earth Science Student Ethnic Background
Earth Science Student Gender male = female
Earth Science Student Average Success Rate (passing class with C or higher): 57%
Earth Science Student Age

5. CCSF EARTH SCIENCES
Introductory-level general-education science class covering physical, chemical, geological, and biological oceanography.
3-unit lecture (optional lab)
Two 75-minute class meetings/week
Class size: 25 to 50 students
Use the class website to access and watch weekly video tutorials, access links to and complete weekly quizzes, and review supplemental web resources.
Use the Oceanography 1 Workbook to review images, data, text, and tables from weekly video tutorials, and access weekly worksheets (based on videos), concept sketches, and other activity sheets completed in class.
Use class time to turn in and review completed weekly worksheets and concept sketches, engage in class discussion, and engage in class group activities.

7. CCSF website hosted YouTube Channel
Benefits of YouTube hosting: easy commentary and feedback
Benefits of CCSF website hosting: URL doesn’t change when videos are updated (as long as cache is cleared, can download/access updated version).

8. What students say they want:
Multiple Access Methods (.html vs .mp4)
Downloadable (.mp4) for offline viewing
Scripts

9. What students say they want:
One longer video per topic
More shorter videos per topic
More concise
More material

10. For flipped class, where videos replace lecture and used to prepare for in-class activities (combined with pre-assignment and pre-quiz), students self-declare:
MOST: Watch the video multiple times prior to attending class
SOME: Watch the video once prior to attending class
FEW: Partially watch a video (or don’t get around to it at all).

11. What students say they want:
Ability to control pacing
Closed captioning

12. What students say they want: more embedded assessments and practice

13. PEER & STUDENT REVIEW
Feedback is gathered weekly from students and “as submitted” from colleagues. Videos are regularly updated to fix errors or misunderstandings and improve overall educational value and content coverage. WHAT STUDENTS LIKE/WANT:
Ability to control pace
Ability to rewatch
Ability to watch on all devices
Ability to download for use offline
Embedded assessments
Relevance to daily lives
Footage of demos or natural phenomena
Explanation of local phenomena
Personal stories
Quality production (HD)
iPad / iPhone accessibility
Images of instructor and students
Music
Audio quality (tone and timbre of narrator’s voice)
Shorter videos
Longer videos with fuller explanations
Accompanying worksheets/activities
Summary
Video is increasingly being used as an educational tool in college science courses. Even if we are not assigning videos, students are independently looking to places like YouTube to supplement their learning. This panel will discuss how we can utilize videos in to support our teaching and how the creation of videos can serve as a mechanism to help students learn and develop their communication skills. We will discuss what research tells us about the most effective use of these multimedia tools and review feedback from students about what they think are the features of a useful video. We encourage the audience to come prepared for a discussion of the role of video both inside and outside the geoscience classroom.
Juliette Rooney-Varga:
Engaging Students and Society Through Student-Produced Videos on Climate Change Science
Student-produced video projects offer a powerful means to meet many of the challenges of geoscience and climate change education, while simultaneously building digital media literacy and communication skills. Production and dissemination of a short, effective video require extensive pre-production research, critical thinking, writing, planning, collaboration, and creativity. Students become educators, learning through an effort to teach others. Here, we'll discuss resources and findings from the Climate Education in an Age of Media (CAM) Project,which aims to empower students to not only learn climate change science, but to add their voices to societal discourse.
John Bedward
Semiotics, Information and Interactive Design: Informing Geoscience Education Multimedia Teaching and Learning
Increasingly, educators are leveraging the power of multimedia tools and resources to communicate scientific concepts to a range of learners. The design decisions involved in creating and providing geoscience content requires a multidisciplinary approach, which is not always available to the content expert. Greater collaboration and understanding between content, pedagogical and design experts is needed to support student multimedia learning.
Katryn Wiese
Video use: What do students say they want?
In this presentation, we will review student use of videos in an Oceanography class over the past four years, including top things students like and don't like, strategies that have improved video interaction and use, and impacts on class engagement and outcomes. We will also describe the On the Cutting Edge educational video collections and design resources available to assist those who want to use videos in a multitude of ways and design their own.

14. Strategies that have improved video interaction and use
Quizzes and assignments based on video and due before class
NOT lecturing in class (reinforces need to use videos)
Weekly feedback on what like and don’t like about a particular set of videos (and consequent improvement)
In-class discussion based on videos
What students say was useful to their learning
Online videos
95%
Class Textbook
30%
Class Workbook
83%
Weekly Quizzes
75%
Chapter Worksheets
Chapter Activities
70%
Class website
20%
Online forum/discussion (online classes only)
45%
Summary
Video is increasingly being used as an educational tool in college science courses. Even if we are not assigning videos, students are independently looking to places like YouTube to supplement their learning. This panel will discuss how we can utilize videos in to support our teaching and how the creation of videos can serve as a mechanism to help students learn and develop their communication skills. We will discuss what research tells us about the most effective use of these multimedia tools and review feedback from students about what they think are the features of a useful video. We encourage the audience to come prepared for a discussion of the role of video both inside and outside the geoscience classroom.
Juliette Rooney-Varga:
Engaging Students and Society Through Student-Produced Videos on Climate Change Science
Student-produced video projects offer a powerful means to meet many of the challenges of geoscience and climate change education, while simultaneously building digital media literacy and communication skills. Production and dissemination of a short, effective video require extensive pre-production research, critical thinking, writing, planning, collaboration, and creativity. Students become educators, learning through an effort to teach others. Here, we'll discuss resources and findings from the Climate Education in an Age of Media (CAM) Project,which aims to empower students to not only learn climate change science, but to add their voices to societal discourse.
John Bedward
Semiotics, Information and Interactive Design: Informing Geoscience Education Multimedia Teaching and Learning
Increasingly, educators are leveraging the power of multimedia tools and resources to communicate scientific concepts to a range of learners. The design decisions involved in creating and providing geoscience content requires a multidisciplinary approach, which is not always available to the content expert. Greater collaboration and understanding between content, pedagogical and design experts is needed to support student multimedia learning.
Katryn Wiese
Video use: What do students say they want?
In this presentation, we will review student use of videos in an Oceanography class over the past four years, including top things students like and don't like, strategies that have improved video interaction and use, and impacts on class engagement and outcomes. We will also describe the On the Cutting Edge educational video collections and design resources available to assist those who want to use videos in a multitude of ways and design their own.

15. End-of-Semester Student Comments
Raves for videos (95% of students)
"I love the videos. They help me visualize things better than just reading textbooks."
"I learned more with the videos. I could rewind it or pause it whenever I needed to take down notes. In class you can't rewind or pause the teacher lol."
"I liked the access to videos. It helps to be able to read the closed captioning to check spelling."
“Video tutorials provided that something extra that the text alone doesn't give.”
Complaints (<5% of students)
“The videos are very concentrated. I wish the videos were a bit longer, so that the information was reiterated and really sank in.”
“I do very well in traditional courses with a lecture and textbooks.. “
“I enjoyed the workbook and video lecture format. It is hard for me to just sit and listen to in person lectures, even with some slides accompanying. This visual and audio format that I could control was much better for me.”
“Information was presented quickly but succinctly. I liked that I was able to stop and pause frequently. I liked that there was an option to read the transcripts. The worksheets were helpful to organize the material and further analyze it.”
“I liked how I could go back in the videos and focus on a part of the lecture I didn't quite understand. “
Summary
Video is increasingly being used as an educational tool in college science courses. Even if we are not assigning videos, students are independently looking to places like YouTube to supplement their learning. This panel will discuss how we can utilize videos in to support our teaching and how the creation of videos can serve as a mechanism to help students learn and develop their communication skills. We will discuss what research tells us about the most effective use of these multimedia tools and review feedback from students about what they think are the features of a useful video. We encourage the audience to come prepared for a discussion of the role of video both inside and outside the geoscience classroom.
Juliette Rooney-Varga:
Engaging Students and Society Through Student-Produced Videos on Climate Change Science
Student-produced video projects offer a powerful means to meet many of the challenges of geoscience and climate change education, while simultaneously building digital media literacy and communication skills. Production and dissemination of a short, effective video require extensive pre-production research, critical thinking, writing, planning, collaboration, and creativity. Students become educators, learning through an effort to teach others. Here, we'll discuss resources and findings from the Climate Education in an Age of Media (CAM) Project,which aims to empower students to not only learn climate change science, but to add their voices to societal discourse.
John Bedward
Semiotics, Information and Interactive Design: Informing Geoscience Education Multimedia Teaching and Learning
Increasingly, educators are leveraging the power of multimedia tools and resources to communicate scientific concepts to a range of learners. The design decisions involved in creating and providing geoscience content requires a multidisciplinary approach, which is not always available to the content expert. Greater collaboration and understanding between content, pedagogical and design experts is needed to support student multimedia learning.
Katryn Wiese
Video use: What do students say they want?
In this presentation, we will review student use of videos in an Oceanography class over the past four years, including top things students like and don't like, strategies that have improved video interaction and use, and impacts on class engagement and outcomes. We will also describe the On the Cutting Edge educational video collections and design resources available to assist those who want to use videos in a multitude of ways and design their own.

16. End-of-Semester Student Comments
STUDENT-PROVIDED DATA:
In online class (9 hours expected):
16% of students put in 2-4 hours/week
33% put in 4-6 hours/week
29% put in 6-8 hours/week
12% put in around 9 hours/week
8% put in more than 9 hours/week
Average grade: 78% C *Note: in general, the more time put in, the higher the grade.*
In face-to-face class, outside the normal 3 hours of class (additional 6 hours expected):
29% put in 2-3 hours/week of HW
37.5% put in 3-4 hours/week of HW
17% put in 4-6 hours/week of HW
8% put in more than 6 hrs/week of HW
Average grade: 76% C *Note: in general, the more time put in, the higher the grade.*
Summary
Video is increasingly being used as an educational tool in college science courses. Even if we are not assigning videos, students are independently looking to places like YouTube to supplement their learning. This panel will discuss how we can utilize videos in to support our teaching and how the creation of videos can serve as a mechanism to help students learn and develop their communication skills. We will discuss what research tells us about the most effective use of these multimedia tools and review feedback from students about what they think are the features of a useful video. We encourage the audience to come prepared for a discussion of the role of video both inside and outside the geoscience classroom.
Juliette Rooney-Varga:
Engaging Students and Society Through Student-Produced Videos on Climate Change Science
Student-produced video projects offer a powerful means to meet many of the challenges of geoscience and climate change education, while simultaneously building digital media literacy and communication skills. Production and dissemination of a short, effective video require extensive pre-production research, critical thinking, writing, planning, collaboration, and creativity. Students become educators, learning through an effort to teach others. Here, we'll discuss resources and findings from the Climate Education in an Age of Media (CAM) Project,which aims to empower students to not only learn climate change science, but to add their voices to societal discourse.
John Bedward
Semiotics, Information and Interactive Design: Informing Geoscience Education Multimedia Teaching and Learning
Increasingly, educators are leveraging the power of multimedia tools and resources to communicate scientific concepts to a range of learners. The design decisions involved in creating and providing geoscience content requires a multidisciplinary approach, which is not always available to the content expert. Greater collaboration and understanding between content, pedagogical and design experts is needed to support student multimedia learning.
Katryn Wiese
Video use: What do students say they want?
In this presentation, we will review student use of videos in an Oceanography class over the past four years, including top things students like and don't like, strategies that have improved video interaction and use, and impacts on class engagement and outcomes. We will also describe the On the Cutting Edge educational video collections and design resources available to assist those who want to use videos in a multitude of ways and design their own.

17. Impacts on class engagement
Qualitative impacts:
Students come to class better prepared
Higher energy and more insightful discussions in class
More student engagement
More critical thinking in class
Improved catch-up and review opportunities especially for ESL students and students with weak basic skills.
Greater student satisfaction
More relaxed and enthused instructor in the classroom

18. Impacts on class outcomes
Quantitative impacts:
Increased classroom interaction among instructor and students: Pre-flip: ~20% class time | Post-flip: ~90% class time.
Increased average exam scores (based on standardized student learning outcomes exam): Pre-flip: 56% | Post-flip: 71%
Fewer discipline problems (Students who don’t want to put in the time drop quickly ): Pre-flip: 2-4 incidents/class | Post-flip: 0-1
Increased class attendance: Pre-flip: later semester drops off to ~40-60% Post-flip: stays solid all semester at ~90-95%
Reduction in the gap between A/B and F students: Pre-Flip: As+Bs ~46%; Fs: ~10% | Post-Flip: As+Bs ~55%; Fs: ~7%

19. WEBSITE: Teaching with Video
This work was supported by the National Science Foundation (NSF) Division of Undergraduate Education under grants # , # , # , # , # , # , # , # , # , # , and #

20. Making Video Design Storyboarding Copyrights Accessibility Technology

21. Using Video Benefits Challenges Strategies Collections

22. Assessing Impacts
How do we know we are being effective with our video use and design?

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