Learning and Reflecting with Video

I remember like it was yesterday when I began blogging back in 2009. To think that I would still be writing a post a week many years later is a vast understatement, coming from someone who had every excuse not to start in the first place. Trust when I say that it’s a struggle these days to either come up with new ideas or to add a unique angle to what has already been written. If it’s important to you, then you’ll find a way. If not, then you will make an excuse. I am by no means a great writer, but I’d like to think that this is only one driving force that keeps me writing. If you were to ask me why I really write, my response would be to reflect and learn openly.

Part of my evolution has been to explore new pathways to reach my professional goals while attempting to give something back in return to educators. In my quest to practice what I preach and grow, I have begun to utilize video as a means to articulate ideas, share my learning, and openly reflect. When you think about the potential video has to articulate a message, it makes sense to harness its power. YouTube is now the world’s second-largest search engine, and a one-minute video equates to almost 1.8 million words per minute. No wonder more and more educators have begun to use this medium to connect with other people.

Not only has it pushed me outside my comfort zone, but I can now go into more depth on the topics I am passionate about.  The result has been the creation of a vlog (video blog) in the form of a YouTube Channel, which you can access HERE. As I am always looking for feedback, I hope you will take a look and let me know what you think. My vlog is nothing fancy. In order to preserve the essence of learning and reflecting, I record a live, unrehearsed video using Periscope about once every two weeks.  I like using this tool because it syncs with and simultaneously broadcasts across Twitter.

Since I am human many finished products have me babbling, tripping over my own words, and at times losing my train of thought. With learning not being a perfect science and reflecting a very personal experience, I want my videos to be as realistic as possible. I begin with Periscope, a live streaming app. Once the live video on Periscope ends it archives on my phone. From here I upload it to both IGTV (Instagram TV) and YouTube. Why all three you ask? Different people prefer different mediums when it comes to consumption and engagement. One of my hopes is that my video musings might be able to help out other educators as they work through ideas, strategies, or even their reflections in their preferred space. Choice matters for both kids and adults.

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In the classroom, or even outside of it, video is one of the most powerful learning tools there is. Educators can utilize tools such as Edpuzzle, Playposit, and Viza where pre-selected videos are inserted for students to not only watch but also answer questions along the way. The days of passive viewing while taking up valuable instructional time can now be a thing of the past. What I love about all of these tools is the ability of teachers to insert questions that can empower learners to think and apply their thinking at various levels of knowledge taxonomy. In the case of Edpuzzle and Playposit, the responses can go straight to an LMS (learning management system) such as Google Classroom or Schoology. The self-directed nature and accountability components make all of these tools fantastic elements as part of pedagogically sound blended learning strategies.

Educators can also harness video to create flipped lessons. In addition to those mentioned above, teachers can create their own videos using tools such as Educreations or Adobe Captivate. In lieu of homework, students watch these five to ten-minute mini-lessons that cover new material that would typically be covered in class. Kids can control pace (pause, re-watch) and place (where they watch). This strategy then frees up the teacher to differentiate instruction and work with students to actively apply concepts during class time.

There is a slew of other tools that kids can use not only to demonstrate but also reflect on learning. Two of my favorites are Padlet and Flipgrid. Each tool allows for the creation of a short video that is then added to either an open digital board (Padlet) or grid (Flipgrid). Think about how powerful it is to have kids solve a problem on whiteboards and then explain how they solved it by creating a short video to get both peer and teacher feedback. When it comes to reflecting, both of these tools, as well as Seesaw, can be used for students to articulate not just what they learned, but why they learned it and how what was learned will be used outside of school. Regardless of the method used, it is essential that reflection time is built into every lesson.

Whether as an adult learner or creating a culture that empowers your students, video can serve as an essential means to help you and others reach their goals. The key with any change to practice is to see the value in it and make the time to figure out ways to integrate it into what you do. In the end, it is less about the tool and all about improving outcomes.

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Unleashing the True Potential of Video for Learning

The best job on the planet is that of a parent.  I can’t begin to explain how awesome it has been over the years watching my kids grow up and being actively engaged in their lives.  Sure, there are some lows along the way, but the highs are what bring so much joy and purpose into our own lives.  If you are a parent, you know exactly what I am talking about.  I had always envisioned the types of activities my kids would participate in with sports being one of them. However, I never thought that parenthood would bestow the official role of “cheer dad” upon me in the case of my daughter, but I am so glad that it did.

For starters, I never realized the sheer athleticism that is needed to excel in competitive cheerleading.  My daughter does all of these elaborate flips and stunts, often referred to as tumbling in the cheerleading world, that leave me in a state of awe every time I watch her.  I know for a fact that if I attempted any of these moves, I would severely hurt myself.  Equally as impressive are the team aspects of cheer. In a short period, she progressed numerous levels regarding the specific skills she could perform thanks to the dedication on her part and some phenomenal coaches. The coordination, agility, and strength that it takes to perform difficult routines that combine stunts, flips and dance are incredible.  Loud and annoying music aside, competitive cheerleading has to be one of the most difficult and demanding sports out there.

My wife and I try to support our daughter the best we can as she loves this sport with a passion.  One day when I was traveling, my wife purchased a contraption called an air track. It is a tumbling mat that simulates a bouncing floor similar to what the girls cheer on at the gym and competitions. We have it in a shed outside where my daughter and her friends can set it up and practice anytime they want.  Here is where the learning aspect comes into play.  Routinely my daughter will set up her iPhone on the fence to record herself as she tumbles away. She then watches the video to self-critique her form and reflect on what can be done to improve.  The best part is that she is doing this all on her own thanks to intrinsic motivation.  On many occasions, she will then take the video clips to her coach for feedback.

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As impressed as I am with my daughter on her use of video in support of learning and mastering cheer skills, I am equally impressed with her coach.  During private lessons, he will use his iPad to video and then review my daughter’s technique and what she has to do to improve.  At the end of the lesson, he will then come up to me and go through various video clips showing where she started during the session and where she eventually ended up focusing on growth.  He does the same during team practice.  Video, captured either through a smartphone or tablet, has become an essential coaching tool to assist the girls with learning their routine.  

The above story lays out how video can effectively be utilized to support learning.  Various research studies have revealed how video can serve as a highly effective learning tool (Allen & Smith, 2012; Kay, 2012; Lloyd & Robertson, 2012; Rackaway, 2012; Hsin & Cigas, 2013). Cynthia Brame from Vanderbilt University’s Center for Teaching looked at these and many other studies as they worked to outline the following elements to consider to ensure effective implementation. 

1. Cognitive load
2. Non-cognitive factors that impact engagement
3. Features that promote active learning

For more details on the three elements listed above, please check out the entire article.  I want to focus on number three, as the goal of video shouldn’t just be consumption and knowledge acquisition, but transfer and application through active learning.  Cynthia Brame shares this:

"To help students get the most out of an educational video, it’s essential to provide tools to help them process the information and to monitor their understanding. There are multiple ways to do this effectively such as guiding questions, using interactive features that give students control, and integrating questions into the video. The critical thing to keep in mind is that watching a video can be a passive experience, much as reading can be. To make the most of video, we need to help students do the processing and self-evaluation that will lead to the learning we want to see."

I couldn’t agree more with the synopsis above, which is also supported by a comprehensive research review conducted by the University of Queensland.  Just showing a video in class doesn’t cut it and is dismissive of the potential it can have as an educational tool. For video to really impact learning and outcomes, active use should be the goal. What is even more important is how learners are empowered to use their own devices to capture video as a means to showcase what they have learned (see an example here from one of my former students), reflect, and set actionable goals for growth.  When aligned with knowledge taxonomy ask yourself how video is being used by kids to apply, analyze, evaluate, and create.  

In the case of my daughter, I can say without a doubt that she uses it to support her learning and growth in cheer.  Imagine then the possibilities for learners in our classrooms. 

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