1. How Should We Create Interactive Video Resources to Enhance Teaching and Learning? Tricia Thorpe & Jane Williams Diverse Conference 2009

2. Outline We are … Setting the scene Our journey so far with issues encountered Concluding comments

3. Setting the scene Video in medicine/ teaching Lots of it going on Is it being used to best advantage? Medicine: video can provide access to the finer details of participants conduct and interaction provides an opportunity to begin to unpack the complex and contingent forms of participation that enable the concerted accomplishment of the interdependent tasks at hand (Heath et al 2007)

4. Our journey so far How to teach 1: seminar How to teach 2: ice breakers Consultation: exam practice Fits, faints and funny turns How to teach 3: Practical skill

5. How to teach: seminar Presented in classroom Sound not always good too long Tutor seen as patronising But also powerful tool for learning Enabling observation of real practice – difficult in workplace Minutiae observable – eye contact etc. Would be good as part of blended learning...

6. I do think the filming impacted on the teaching…perhaps it was a little more intrusive than I had expected

7. Our journey so far How to teach 1: seminar How to teach 2: ice breakers Consultation: exam practice Fits, faints and funny turns How to teach 3: Practical skill

9. How to teach: ice-breakers Comparing sessions: – Analysis & evaluation – High up Blooms taxonomy – Range of models – Concentrate on 1 issue

10. Accompanying exercises Questions to answer prior to video Video clips Further questions Expert comments on each clip General comments about icebreakers Reference for further ideas/reading

11. Our journey so far How to teach 1: seminar How to teach 2: ice breakers Consultation: exam practice Fits, faints and funny turns How to teach 3: Practical skill

12. Consultation: Exam practice Performing a consultation Preparation for end of year exam – Unfamiliar exam format Unfamiliar exam format Students are invited to mark a student taking a patient history under exam conditions Students learn: – How they will be assessed – By doing so, learn how to take a history – Provides interaction + feedback

13. Our journey so far How to teach 1: seminar How to teach 2: ice breakers Consultation: exam practice Fits, faints and funny turns How to teach 3: Practical skill

14. Fits, faints and funny turns Student project 3 video case studies embedded within an interactive online tutorial interactive online tutorial Student feedback – Interactive exercises – Feedback Interaction: video stops, question asked, student answers, feedback received, continue

15. When the instructional designer takes an information delivery view, the goal of the multimedia message is to deliver information. When [he] takes a cognitive view, the goal... is to promote knowledge construction in the learner [not only by presenting multimedia material] but also by helping the learner to process the presented material in meaningful ways. Mayer & Moreno (2001)

16. Our journey so far How to teach 1: seminar How to teach 2: ice breakers Consultation: exam practice Fits, faints and funny turns How to teach 3: Practical skill

17. Disheartened … Issues encountered Production values Hours of footage of mediocre teaching Beware filming professional patient £££ Classroom may need rearranging for maximum camera coverage Roving camera can disturb session Observing anything changes it/possible detrimental effect upon the session Practical skill teaching

19. Conclusion In classroom – good facilitator can use a whole gamut of home-grown + ready-made video clips With remote use – video needs to be accompanied by supporting material that best replicates the principal features of the good teacher-led session – top elements: - feedback - interactivity (Petty 2006)

20. Conclusion: framework How should we create interactive video resources to enhance teaching and learning? Set of principles/framework … – Interactivity – Feedback – Context -appropriate – Is video the right medium for the learning outcomes? – Creative use of existing potential resources – feature film But: - time/ money So… - Use the students digital natives Understand importance of resource engaging/involving them and giving them feedback: 2 elements commented on in theirassignments Your experience/views?

21. References Mayer + Moreno, 2002: Aids to computer- based multimedia learning Learning & Instruction 12: 107 – 119 Heath, Luff & Sanchez Svensson, 2007: Video & qualitative research: analysing medical practice and interaction Med. Educ, 41: 109- 116 Petty G, 2006: Evidence Based Teaching (London, Nelson Thornes) J.Williams@bris.ac.ukJ.Williams@bris.ac.uk tricia.thorpe@bris.ac.uktricia.thorpe@bris.ac.uk