---
title: "Supporting teachers to support students?"
subtitle: "A case of two guides on educational videos"
author: "Dominik Lukeš, @techczech"
outline_version: 2
auto_title_slide: false
auto_thanks_slide: false
---

## Supporting teachers to support students? A case of two guides on educational videos
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Dominik.Lukes@ctl.ox.ac.uk @techczech

## Is it better to teach **teachers** how to **teach**, or **students** how to **learn**?
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## Do students worry about the same things as lecturers?
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## Are the student and teacher priorities aligned?
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**Teacher:** “Will they be excited by the subject?”

**Student:** “Will this be on the test?”

## Are the student and teacher priorities aligned?
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**Teacher:** “How do I make my videos more engaging?”

**Student:** “How do I find the bit where the lecturer talks about what's on the test?”

## The misalignment is the same when teachers are learning
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**Teacher trainer:** “How do I convince teachers to incorporate 12 multimedia principles?”

**Teacher:** “How do I get this done quickly?”

## Story of two guides
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## Guide 1: For teachers
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![Two pages of a guide titled “Creating and using instructional videos in university teaching”: a contents page, then a page on the six tasks of effective instructional videos with six small icons.](assets/media/img-275403e0ff1109d1.png)

## 6 Tasks of Instructional Video
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- Attention
  - Direct **attention** to make it clear what to focus on
- Distraction
  - Minimise **distraction** to reduce cognitive load
- Conceptualisation
  - Support **conceptualisation** to maximise learning
- Connection
  - Make a personal **connection** to promote engagement
- Navigation
  - Enable **navigation** to give learners control
- Situation
  - Balance choices based on learner **situation**

## 12 Questions
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1. How long should a video be?
2. How highly produced should videos be?
3. Should a script be used?
4. What should be the design of backgrounds / slides?
5. Should there be a face in the video?
6. How important is it to look directly into the camera?
7. Should the video use animations?
8. How frequently should the video transition between backgrounds?
9. Should the video switch between angles and perspectives?
10. Should the video have a branding intro?
11. How important is it to have a story?
12. Should I use opening credits?

## Guide 2: Students
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![Two pages of a guide titled “Make the most of recorded lectures”: a contents and overview page, then a page of tips for learning from recorded lectures.](assets/media/img-073dd298bc4e4953.png)

## 7 tips for students
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1. Don't give up on the benefits of attending the lecture live with others
2. Schedule time to watch the lecture recording by yourself or with others
3. Pause and skip back frequently to take notes and make bookmarks
4. Learn to navigate the video using slides and transcript
5. Many people like to listen at higher or lower speed - try how well this works for you
6. Don't take notes word for word, summarise each point and the whole lecture in your own words
7. Ask questions of the lecturer and other student

## A student armed with **good strategies and tools** can learn from **bad video**.
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## …or more generally…
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## A **good student** can learn more from a bad teacher than a good teacher can teach a bad student.
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## Why are there no questions for teachers about how students watch videos?
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## Wall of videos is a consequence of asking the wrong questions
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![A grid of video thumbnails, each showing a person speaking to the camera with a play button and a name label.](assets/media/img-98d21a6061bf7580.png)

## Focusing on the student perspective a recent course redesign
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![Screenshot of a web page headed “Introduction to the DAS” with an embedded video titled “Welcome to Oxford: Disability Advisory Service (DAS) Transition Day, September 2020”, and links to its slides and transcript.](assets/media/img-79f3aaf4fd71a3eb.png)

![Screenshot of a web page headed “Introduction to the Disability Advisory Service (DAS)” with a short list under “Who are we and what do we do”, a Quick Links box and a second embedded video.](assets/media/img-9190c44ca77a2b0f.png)

## The **students’ priority** is to learn, not to watch the video! Help them make **better decisions** about which parts help them!
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## Changing perspective
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![Screenshot of the Media & Learning article “The missing focus in educational videos” by Dominik Lukeš, University of Oxford, UK, which begins “There is no end of research around the effectiveness of every aspect of learning from video.”](assets/media/img-121f6217739f8945.png)

## What do these videos have that videos in your VLE don’t have?
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![Screenshot of a video search results list for calculus videos; each result has a thumbnail, a title and a short description.](assets/media/img-f5875d6b9e1eef5b.png)

- Descriptive Title
- Thumbnail
- Description
- Time codes
- Bullet point summaries
- Playlists

## What teachers should know about how students watch video
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- Strategically
- Speed
- Audio only
- Video only
- Mobile device

## What teachers should know about when making a choice about where to put the video
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| | Video logo with a LinkedIn “in” badge | Green play-button logo | Red circle-of-dots logo | Red play-button logo | H5P logo |
|---|---|---|---|---|---|
| Video playlists | ⭐⭐⭐⭐⭐ | ⭐⭐⭐⭐⭐ | 👎 | ⭐⭐⭐⭐⭐ | ⭐⭐⭐⭐⭐ |
| In video navigation | ⭐⭐⭐⭐⭐ | ⭐⭐⭐⭐⭐ | 👎 | ⭐⭐⭐ | ⭐⭐⭐⭐⭐ |
| Bookmarking | ⭐⭐⭐⭐⭐ | ⭐⭐⭐⭐ | 👎 | ⭐⭐ | ⭐⭐⭐ |
| Skip by transcript | ⭐⭐⭐⭐⭐ | ⭐⭐⭐⭐⭐ | 👎 | ⭐⭐⭐⭐⭐ | 👎 |
| Speed of playback | ⭐⭐⭐⭐⭐ | ⭐⭐⭐⭐⭐ | 👎 | ⭐⭐⭐⭐⭐ | ⭐⭐⭐⭐⭐ |
| Keyboard shortcuts | ⭐⭐⭐⭐⭐ | ⭐⭐⭐⭐ | 👎 | ⭐⭐⭐⭐⭐ | ⭐⭐⭐ |
| Captions as text | ⭐⭐⭐⭐⭐ | ⭐⭐⭐⭐⭐ | 👎 | ⭐⭐⭐ | ⭐⭐⭐ |
| Mobile accessibility | ⭐⭐⭐⭐⭐ | ⭐⭐ | ⭐⭐⭐ | ⭐⭐⭐⭐ | ⭐⭐⭐ |
| Offline mode | ⭐⭐⭐⭐⭐ | ⭐⭐ | 👎 | ⭐⭐⭐ | 👎 |
| Podcast playback mode | ⭐⭐⭐⭐⭐ | ⭐⭐⭐ | 👎 | ⭐⭐⭐ | ⭐⭐ |
| Silent playback | ⭐⭐⭐ | ⭐⭐⭐ | 👎 | ⭐⭐⭐⭐⭐ | ⭐⭐ |
| Interactivity | ⭐⭐⭐ | ⭐⭐⭐ | 👎 | ⭐⭐ | ⭐⭐⭐⭐⭐ |
| Searchability | ⭐⭐⭐ | ⭐⭐⭐⭐⭐ | 👎 | ⭐⭐⭐ | ⭐⭐⭐⭐⭐ |

## One more misaligned priority.
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## Can we align institutional priorities with student needs, as well?
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**Head of department:** Does this look ‘professional’ at a glance?

**Student:** Can I spend 2 hours with this video productively?

## This is a misalignment on what **engaging** means.
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## Can we align on what we mean by **engaging**
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- Draws interest, avoids **boredom**, **competes** with other interesting things.
- Draws **attention**, encourages **focus**, step on a **purposeful** journey.

## Thank you
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bit.ly/ox-acprod

Dominik.Lukes@ctl.ox.ac.uk