Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom Ronald A.Berk
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The document discusses using video clips in college classroom teaching. It reviews past research on using videos over the last four decades and finds that videos can improve learning when integrated into multimedia presentations. The author provides guidelines for selecting appropriate video clips and 12 techniques for using clips effectively in teaching, such as to grab students' attention or increase memory and understanding. Research findings suggest videos activate multiple areas of the brain and intelligences in a way that promotes deeper learning compared to verbal-only stimulation.
Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom Ronald A.Berk
- 1. Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom Ronald A.Berk The Johns Hopkins University Yessica Aguilar
- 2. Question of investigation: How can video clips embedded in multimedia presentations be used to improve learning in college courses? Why does the investigator chose this design? The author chooses this design because he is interested in providing the reviews over the past four decades since these are the springboard for proposing specific learning outcomes and a dozen generic techniques to integrate video clips into multimedia teaching across the college curriculum.
- 3. P r o c e d u r e A review of the theoretical and research evidence on videos and the brain is presented. That is followed by a description of the theory of multimedia learning as it relates to videos and a review of studies using videos over the past four decades in college courses. Finally, Concrete guidelines are given for using available video technology in the classroom, selecting appropriate video clips for any class, and applying those clips as a systematic teaching tool.
- 4. Instruments Observation about the videos over the past four decades in college courses was done.The article is focused in these points: 1.Why use videos in teaching? 2.Technology tools in the classroom 3.Selecting appropiate videos 4.12 generic tecniques for using video clips in teaching 20 potential outcomes to ponder or to take into account 1. Grab students’ attention; 2. Focus students’ concentration; 3. Generate interest in class; 4. Create a sense of anticipation; 5. Energize or relax students for learning exercise
- 5. 6. Draw on students’ imagination; 7. Improve attitudes toward content and learning; 8. Build a connection with other students and instructor; 9. Increase memory of content; 10. Increase understanding; 11. Foster creativity; 12. Stimulate the flow of ideas; 13. Foster deeper learning; 14. Provide an opportunity for freedom of expression; 15. Serve as a vehicle for collaboration; 16. Inspire and motivate students; 17. Make learning fun; 18. Set an appropriate mood or tone; 19. Decrease anxiety and tension on scary topics; and 20. Create memorable visual images.
- 6. Results The results of these studies and the verbal and visual components of a video potentially provide a best fit to the characteristics of this Net Generation of students and a valid approach to tap their multiple intelligences and learning styles. Multimedia auditory/verbal and visual/pictorial stimuli increase memory, comprehension, understanding, and deeper learning than either stimulus by itself. Learning in the pictorial conditions tested (video and audiovisual) was superior to learning in the verbal (audio) conditions. This is consistent with the picture superiority effect (Nelson, Reed, & Walling, 1976; Paivio, Rogers, & Smythe, 1968).
- 7. The value of a video clip as a teaching tool lies in its potential to do the following: (a) tap the core intelligences of verbal/linguistic, visual/spatial, musical/rhythmic, and emotional (interpersonal and intrapersonal), (b) engage both the left and right hemispheres, (c) appeal to the reptilian, limbic, and neocortex layers of the brain to sense the nature of sounds, react to scenes and music emotionally, and appreciate it intellectually, and (d) manipulate students’ Alpha and Beta brain waves to relax or alert them for learning when they’re not sleeping in Delta or Theta waveland. It would be a shame not to stir up these intelligences, hemispheres, layers, and waves in the classroom to promote learning. For an opposing perspective on the inadequacy of the preceding cognitive neuroscience findings and their implications for educational practice, see Waterhouse’s (2006a, 2006b) critical review of the evidence
- 8. Conclusion This article was designed to acquaint you with the potential value and uses of video clips in the college classroom. Video clips are a major resource for teaching the Net Generation and for drawing on their multiple intelligences and learning styles to increase the success of every student. There is a match between the media and the students’ intelligences (Gardner, 2000; Veenema & Gardner, 1996).It is important to incorporate video clips in teaching and conduct classroom research on the effectiveness of the techniques they use. The clips can add a dimension to teaching that may change how you teach forever; your view of teaching and your students will never be the same. In the years to come, maybe, just maybe, students will request DVDs of your classes to download onto their iPhones and PCs. Then they can play and relive those magical teaching moments.
- 9. Bibliographic Reference Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1–21. Retrieved from http://www.sicet.org/journals/ijttl/issue0901/1_Berk.
- 10. Bibliographic Reference Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1–21. Retrieved from http://www.sicet.org/journals/ijttl/issue0901/1_Berk.