{"id":5038,"date":"2015-02-21T09:59:57","date_gmt":"2015-02-21T13:59:57","guid":{"rendered":"http:\/\/tiie.w3.uvm.edu\/blog\/?p=5038"},"modified":"2022-04-15T16:47:29","modified_gmt":"2022-04-15T20:47:29","slug":"active-video-viewing","status":"publish","type":"post","link":"https:\/\/tiie.w3.uvm.edu\/blog\/active-video-viewing\/","title":{"rendered":"Active video viewing"},"content":{"rendered":"

\u00a0Encourage critical thinking & discussion with\u00a0note-taking<\/h1>\n

\"activeI have been excited lately with the potential of using VideoNot.es<\/a> in blended classrooms to support active participation in video viewing.\u00a0 VideoNot.es is a web-based tool that allows users to take notes while watching a video.\u00a0 Here is an example of some notes I took while watching\u00a0 Robert Duke’s video “Why Students Don’t Learn What We Think We Teach<\/a>”<\/p>\n

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\"active<\/a><\/p>\n

The added value of Videonot.es is the tool syncs with the user’s Google Drive so the notes are automatically saved and can be shared.\u00a0 The best part though is each typed note is time-stamped so when viewing your notes (or mine if I share with you), you can click on the time-stamp and the video is cued up to that very spot. And, the person with whom you share can add to the notes (notice the arrow above pointing to a note added by one of my collaborators).<\/p>\n

Using videos as instructional tools is common.\u00a0 Whole group viewing and discussions are certainly an important way to convey information and make meaning from what is viewed.<\/p>\n

To that end, the MIT Blossoms<\/a> program (Blended Learning Open Source Science or Math Studies) offers access to math and science videos in what they describe as “the lively video presence of a gifted guest teacher.”\u00a0 According to Putting Teachers at the Center of Education Technology<\/a> the creators of Blossoms call their program\u2019s “blend of computers and people a ‘teaching duet'” because in-class teachers facilitate active learning exercises interspersed through the viewing of math and science videos.<\/p>\n

In addition to whole-group engaged viewing, teachers and students benefit from individual and small group second or third active viewing experiences using tools like VideoNot.es or Edpuzzle<\/a>.\u00a0 Teachers can prompt students to think and engage with the content and open a window into the learning process when they embed questions in a video via EdPuzzle or assign note-taking with a specific focus through VideoNot.es.<\/p>\n

For more ways to encourage active participation in viewing, take a look at the advice offered in this article by Emily A. Moore in Faculty Focus<\/i>: From Passive Viewing to Active Learning: Simple Techniques for Applying Active Learning Strategies to Online Course Videos<\/a><\/p>\n

And I particularly like these tips<\/a> from the University of Arkansas to promote critical thinking and active learning through video viewing:<\/p>\n

Predict, Observe, Evaluate (POE)<\/h3>\n