Great article which lists the possible uses of video in the classroom. This comes from the school angle but can easily be applied to higher education context.

Some of the suggestions which stand out for me are:

Film students on the first day of school, asking them what their goals are for the school year.
“This is a piece of footage that will be treasured years later, but also can be pulled out throughout the year so the students can self-assess—both struggles and successes.”

In a HE context this could be used to initially populate a students PDP / e-portfolio area with goals, skill aims and expectations. It’s also something to which they could return to and review and reflect on how far they’ve come.

Film the progression of fluency on a weekly and monthly basis
“Several successful ways to assess a student’s fluency is to conduct a running record or a developmental reading assessment using video. These assessments, recorded on video, are an effective permanent record of student growth.”

This is great for language courses but also could be extended to include filming practical skills development (I’m thinking clinical skills here), project key stages and simply a record of the student’s development in presentation skills.

Ask a student to demonstrate how to solve a math problem and capture his exact process (rather than just the answer).
“The student’s thought process is as important (if not more important) as supplying a correct answer is. Not only does capturing the explanation solidify the evidence for understanding, but the skill is also reinforced as the student “teaches” his process to others.”

This could also be used as a resource or created by the student with the intention of teaching their peers. A great learning process but safeguards would have to be built in to ensure the academic quality of the output.

Film questions from the class at the beginning of a unit, then film them answering the same questions at the end of the unit.
“Students will be more interested in watching themselves on video than they would be in revisiting the traditional KWL chart at the end of the unit.”

I think this is great and could be done say at the beginning of a module in which students ask the questions and then by the end of the module provide the answers themselves and are able to view and critique themselves (the film would also be useful as PDP evidence). You could also film students at the beginning of their university course and then ask them to provide answers at the end of their period of study.

Film your own reflections on what happened during the day and e-mail it to parents.
“You can now give up your weekly newsletter (which you were never really sure anyone was reading, anyway). Include students in your reflections and you’ll guarantee that parents will watch it.”

I thinking here this would be useful in terms of placement or WBL in which students film tasks or reflections to share with their tutor and/or peers

Have students create tutorials for next year’s class.
“This will especially save a lot of time at the beginning of the year as students need to learn the routines and the rules of the classroom. Hearing what helped make the previous year’s students successful from the actual students themselves (rather than from the teacher) will have a more convincing impact.”

The article lists some further uses here. Well worth a read.

View official Site UC Berkeley Site on YouTube

The first is a very brief article on youTube which mentions the possible learning teaching benefits.

A Teacher’s Tour of YouTube
By Chris O’Neal

“One critical issue to keep in mind when sharing and discussing these videos with your students is media literacy, including general Internet reliability. Are the videos truly what they say they are? Might some of these clips violate copyright? What constitutes “good” video?

My main concern in using any of these video sharing sites is that what makes it so powerful is also what makes it a tricky tool to use with ease. There are great discussions and commentary on many of the video clips, but those discussions are, for the most part, completely unfiltered and only mildly moderated. However, using and showing YouTube clips, then having your own classroom discussion about the clips, is an incredibly robust classroom tool. Working with students to create and upload their own videos is an even more powerful application. “

Full article

TeacherTube
By Chris O’Neal

The second article announces the launch of TeacherTube. This is basically a riff on YouTube which allows educators (mainly US school sector) to upload videos. Same basic functionality as YouTube in that videos can be embedded, commented on, tagged and shared. Only launched ion Marsh, but already popular. It will be interesting to see how it progresses.

I’ve found a few interesting examples ranging from 3D simulations, practical workshops through to straight forward to talking to the camera.

Obviously there’s more in the site itself (TeacherTube). Click on the ‘Top Rated’ heading to list the most popular videos.

Dr. Altman: Building a Laser Show Part 1

Literature Circles (straightforward talking to the camera)

Human Heart and Blood Flood

Full Article

TeacherTube

EDIT: I accidentally played all 3 videos at once. Apart from a surreal experience I couldn’t help wonder if this could be extended to education? For example a staff member talking to the screen and thus making eye contact as they narrate the contents of a second (or third!) video.