The Video Revolution

 

There are many presumed revolutions that dramatically changed the way people perceived the world and how they interacted with it. The first and most obvious was fire, then the wheel, and more recently the printing press and the internet.

One of the newest revolutions within Education will undoubtedly be one of the biggest in terms of it’s potential to bring change and because of the way it has already begun to transform the teaching platform.

The constant use of video for teaching has already created a broad range of possibilities and will potentially add further dimensions to how we interact with each other on a daily basis.

Universities have already started reporting that students are choosing to follow courses online, instead of following standard course structures and are attending University almost solely online, despite being regular full time students[1].

Similarly, if you look at the viewing figures for youtube revision channels for GCSEs, many now have hit tens of millions of viewers, and have tens of thousands of subscribers[2].

When you put that into perspective, that just under 5 million students were entered into GCSE exams in 2016[3], you can see these channels viewer numbers are actually double the figure of those taking exams, which is truly staggering.

It’s obvious to see why using video for teaching has made such a dramatic impact within the Educational world.

From a student’s perspective it is an engaging medium, working on multiple sensory levels with a huge amount of visual and audio data.

It can be accessed anytime and anywhere, giving students a much more flexible learning environment and rather than relying on written notes for further study and revision, they can go back to the original lecture, giving much more room for a relaxed style of interpretation and analysis.

A Learning environment like this adds a whole new dimension to the possibilities of self study, where this greater level of flexibility gives an opportunity for students to really take charge of and manage their own learning in a way that suits them.

The benefits also work from a teacher’s, or academic institutions point of view where it’s possible for a recording to take place at an unconventional time, giving more flexibility for the organisers involved and to still reach a potentially greater audience than might attend a lecture, taking into consideration distance learning students.

To further enhance this, visual aids, such as experiments or animations that can further assist with understanding, can also be added.

With the option to reuse previous recordings, or updated recordings, lecturers will have more time and resources to put towards other aspects of their roles or further enrichment activities for students.

As video becomes a more popular and acceptable form of communication, we have started to see many news channels use video instead of written articles to relay information. Even our normal methods of communications are being videofied such as through the use of applications like snapchat which allow you to record short video messages and send them to each other.

Perhaps then in teaching, we should try and utilise this further. Some teachers are already starting to make digital videos that actually summarise lessons or can be used for revision.

What we might see in the future as the use of video delivery develops in schools is videofied homework and maybe homework itself will adapt around this new style of learning and interaction.

It could even be possible to use video to relay fact heavy information that may normally be given during lessons. Essentially, this would be to give the fundamentals or core principles of a lesson before the lesson actually takes place. Freeing up lesson time in this way for students would allow the time to be reassigned to further analysis and exploration, skills which are highly desirable within modern society and further embed learning and understanding.

It’s also important to note that what we might need to do more of as class sizes grow, is find alternative ways to deliver one to one feedback and communication, as it may be the case that teachers will not actually have the time to speak to individual students face to face. Having video offers an option that, whilst not perfect, retains some of the more personal aspects that face to face communication has.

Where might this go in the future? I believe that video feedback as well as video based lessons are going to be one of the most important developments in recent times, in terms of education and teaching due to the availability of access and immediacy that we previously didn’t have.

[1] http://www.economist.com/news/briefing/21605899-staid-higher-education-business-about-experience-welcome-earthquake-digital

[2] http://www.subscribercount.org/GCSE-Revision and http://www.subscribercount.org/GCSE-Revision

[3] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536380/Summer-2016-Exam-entries-GCSEs-Level-1-2-Certificates-AS-and-A-levels-in-England.pdf

by Leon Hady
He is the former Headteacher of an ‘Outstanding’ school in the UK. He now focuses on online learning having created an online video personalisation portal; helping over 100,000 students pass exams at 
www.tuitionkit.com and also helping teachers become qualified alongside a nationwide recruitment agency to combat the teacher shortage in the UK www.academics.tuitionkit.com