We studied multimedia learning theory and the SAMR theory of technology adoption this week. Thinking of the use of video resources in the classroom, I’ve often questioned their value – especially in the YouTube age where video lessons are common. Why come physically to a classroom only to be plugged into the TV and watch some teacher you’ve never met present the lesson? I found the SAMR degrees of technology adoption provide a concrete way to think about the potential of technology and steer towards meaningful uses. Most of my impressions of YouTube come from seeing it “substituted” for teacher lead instruction.
Computer Science is one of my teaching areas, and after learning about flipped classrooms and getting some hands-on time with Screencastify, I’m really intrigued by the idea of using video. Many InfoTech classes cover the basics of using various software products (graphic editing, word processing, spreadsheets, etc…). Demoing software using direct instruction doesn’t fit with how I’ve typically learned new computer skills, and doesn’t accommodate different skills levels, varying paces, or getting hands on. Creating short tutorial screencasts that students could access on their schedule while using class time for one on one help, or more engaging class activities would be great. It’s also interesting to consider having students author tutorials or tips and tricks videos to share with their peers.
Here’s a little demo on converting measurements from weight to volume that might be useful when baking (pie):
