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VIDEO IN THE CLASSROOM – THE STORY SO FAR Frances Andrews, video specialist at Panopto, shares some of her insights into the role video can

play in improving teaching and learning in primary, secondary and further education and how the schools and colleges she’s been speaking to want to use video in their classrooms

VIDEO IS BECOMING increasingly widely used at UK universities to capture lectures, flip the classroom, facilitate student recordings and more. Seeing the positive impact that recording educational content can have on the student experience, schools and colleges are now also starting to embrace video technology.

Seting the scene I’ve been working with schools and colleges for the last five years and over the past eight months, I’ve been wholly focused on video and the possibilities it offers for teaching and learning. I’ve spoken to a lot of schools and colleges during this time, either about how they’re already using video, or how they are planning to integrate video into their classroom activities. I’ve noticed that certain themes come up again and again and while I was at the BETT show in January a lot of these recurring themes seemed to crystallise. These centre around the use of video for flipped classroom, staff self-reflection and student feedback.

Chapter One – flipped classroom Flipping the classroom has been a hot topic for some time now, but I’ve noticed a shift recently towards active implementation of the flipped classroom, rather than just debate and discussion around its merits. Some of the institutions I’ve been speaking to are even considering rethinking their entire teaching and learning approach to prioritise flipped over traditional teaching methods. We’ve seen this trend growing with our university users as well, with many moving beyond lecture

capture or classroom recording to use video to help them flip. Panopto provides a great platform for flipping, allowing teachers to record video, audio, slides, interactive whiteboard content and more. Importantly, our analytics also allow educators to check that students have, in fact, watched the required content in advance – vital if flipping is actually going to enhance the learning experience. One group that doesn’t seem to be flipping so actively is the primary school sector, so it will be interesting to see in the coming months and years, whether this trend filters through to all levels of education.

Chapter Two – self-reflection and sharing best practice With teachers under scrutiny and assessment from a range of sources, video is increasingly being considered in relation to teacher training, staff CPD and the sharing of exemplar classes. Educators at all levels are starting to explore the advantages of filming their lessons to watch back and hone their teaching approach. With Panopto, this can be just for self-reflection purposes, with teachers creating private notes and bookmarks to annotate their recorded lesson or it can be more collaborative, with teachers sharing their recording with peers and inviting these viewers to share comments. The technology offers a perfect way for teachers to gain an insight into how they are perceived by their ‘audience’. But the self-reflection doesn’t have to stop at watching a lesson back. Our analytics make it easy to see how student viewers are interacting with recorded content to take a pulse of

their levels of engagement. Panopto can allow teachers to see how many of their students watched a particular recording, how long they watched for and the point at which they switched off. This level of insight can help teachers ‘reverse engineer’ their classes to ensure that if certain content is not being watched, the underlying reasons why that might be are addressed.

Chapter Three – student feedback The last subject that has been of particular interest to the people we’ve been speaking to is enhancing student feedback through video content – essentially video marking. Some of our university customers are starting to do this and the teachers who are using video in this way have said that they tend to give much more nuanced feedback if they mark using video, including positive reinforcement just as much as constructive criticism. With Ofsted flagging feedback as an area where many schools have to improve and the National Student Survey indicating a similar situation for universities, I predict that in the coming years we’ll be speaking to more and more schools and colleges about this use of video as they try to work out how to offer meaningful feedback to their students in a way that engages them.

The end? Far from it – the story of video at schools and colleges is just beginning and I, for one, am looking forward to the next chapter. ET

If you want to use video at your school, college or university, email for more information.

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