Video Learning Objects

Grant program: Teaching and Learning Development Grant (TLDG)

Grant recipient: Shivanand Balram, Department of Geography

Timeframe: June 2014 to October 2015

Funding: $3,325

Courses addressed:

GEOG 251 – Quantitative Geography

GEOG 352 – Spatial Analysis

Description: The flipped classroom pedagogical model has emerged as an attractive means to re-purpose the traditional lecture-based classroom to become more learner focused. In the flipped classroom model, student’s homework time is spent on acquiring content knowledge while classroom time is structured by the instructor to develop critical thinking skills in students. Lecture videos have been used widely to support the content knowledge aspects of the flipped classroom. Problem-based learning (PBL) and inquiry-based learning are two popular techniques for structuring the classroom time.

In previous work, I have developed a PBL strategy for all my courses and have been implementing it with positive feedback since 2009 (Previous Project). The intention is now to focus on the out-of-class time students and the creation of content learning videos. These learning videos must be carefully planned, prepared and delivered in order to be effective. The objective of this investigation is to acquire the tools, skills and further competence to develop content learning videos to support the flipped classroom model. No related videos are available on YouTube, etc. and hence would need to be created as new.

Conclusions will be derived from comparisons between past GEOG 251 and GEOG 352 implementations when there were no learning video content and the Fall 2014 and Spring 2015 implementations when video content will be introduced.

Questions addressed:

• What factors should be considered when designing video learning objects for instructional purposes?
• Do video learning objects contribute to student engagement in GEOG 251 and GEOG 352?
• Do video learning objects contribute to student learning in GEOG 251 and GEOG 352?
• Do video learning objects contribute to developing critical thinking skills in students?
• Do video learning objects contribute to increasing student enrollments in these two courses?

Knowledge sharing: The inquiry output will be disseminated locally as a website of results. The developed video learning objects will be made available on YouTube under a focused channel. Presentation of the results at a departmental seminar and the Teaching and Learning Symposium in May 2015 will be pursued. I may also look into creating an attractive Infographic as I have some experience in this presentation format.

Keywords: flipped classroom; video