When thinking about creating multimedia resources consider:
Using video and audio resources can help you to provide students with different ways to understand the topics in your module. Video and audio resources can offer different representations of phenomena that are not easy to bring to the classroom in another way. Simulations, events that are historically or geographically distant, microscopical representations, space images are only some examples. Also, videos can provide with narratives with which students can relate emotionally, facilitating more genuine and sustainable learning.
However, simply including a video resource does not guarantee any of the previous benefits. To include them effectively, they need to be tightly embedded in the development of your module and linked to your learning outcomes. For instance, the reasons to include the resources should be communicated to students and you should offer opportunities to analyse them and to link its content with the concepts in the module.
Library Services subscribes to a wide range of online resources which let you stream recordings of TV, radio, film, music and theatre. Prioritise using those clips with captions or transcripts for accessibility.
Clip analysis: Provide a clip for students to analyse the editing, continuity, sequencing, recording method or shot choice in a clip (Journalism, Creative Industries, Creative Writing, Music, Communications and Media Studies)
Foreign languages: Provide real-world examples of native speakers of other languages, e.g. in foreign films or TV programmes, radio programmes or YouTube videos (Languages)
Instruction guides: Thousands of screencast demonstrations probably already exist for the features of most common computer program. Could you use one of these rather than record your own? (All disciplines)
Social commentary or observation of social phenomena: Choose a clip from a documentary, film or news item (or have students choose their own) and ask students to identify and analyse phenomena or theories illustrated in the clip (Social Sciences, Management, Social and Behavioural Psychology, Health Sciences)
Analysing bias: Choose clips which show some form of bias and ask students to identify how the bias distorts or affects the message (Journalism, Sociology, Literature, Communication and Media Studies)
Scenario-based learning: Using clips from documentaries, case studies or even soap operas or films, create problem-based or scenario-based learning activities which require students to analyse the issues involved in a situation and propose methods to tackle or resolve the issues (Health Sciences, Social Sciences, Management, Law)
Multimedia is a large category of types of resources which can include:
When incorporating multimedia resources into your teaching, make sure to consider:
Creating your own video resources allows you to produce educational materials that are fitted for the purposes of your module and might provide students with alternative ways to access the contents. At City, different technologies are available to create educational video and audio from your computer without the need of a professional team or specific equipment. Also, if you need to produce high quality materials for a specific project, you could work with the Educational Technology Team in using the available facilities and equipment.
Resources created by lecturers can provide introductions or revisions for some topics. Students can watch these videos in advance, vacating face-to-face time for discussions and questions. This kind of materials also offer the opportunity to revisit the topics covered in the lesson and they can be paused, rewound and played at different speeds. Here some examples of situations in which creating your own resources can help students in their learning:
Many of our students carry around devices which let them shoot, edit and upload video and audio easily. Yet, they have few opportunities to do so in their formal or informal learning at university. This is changing however, with more staff exploring ways to allow students to create and share video and audio as part of formative or summative assessment.
Video-based assessments have been shown to develop not only students' digital literacies and confidence in using multimedia technologies, but also to encourage deeper learning through more active engagement with the subject matter, than more traditional assessment methods. Of course, video won't replace written assessments, but it offers a different approach which can add variety to students' assessments. It can also develop soft skills such as teamwork, communication and oral presentation, and creativity.
With the Moodle Video Assignment, staff can create assignments which allow students to record and upload video or audio submissions.
Mediaspace allows students to create, publish and share video and audio with others.
City Blogs offer students further opportunities for students to publish their work online.
For students who do not possess a video-enabled smartphone or mobile device, or for projects requiring higher quality recordings, students can request equipment from the AV team via IT Self Service Portal.
Ideas for incorporating student-created video/multimedia resources into teaching: