Teaching and Learning Videos
Teaching and learning videos are offer many benefits. They allow instructors to present content in a focused and engaging manner, and enable students to learn at their own pace and at the time and place of their choosing.
There are different types of teaching and learning videos:
Flipped or Inverted Classroom Videos
Wolfram Bardote, MfL
Flipped or inverted classroom videos are typically 5 to 15-minute long videos of an instructor presenting a lecture topic. The video is supplemented with slides, pictures, or written notes or graphs on for example, a tablet.
As a central service unit of RWTH, Media for Teaching, MfL for short, assists instructors with the didactic design and production of video-based materials.
Classical Teaching Videos
Classical teaching videos focus on the presentation of processes. As such the content is taught using suitable pictures or illustrations rather than presentations or lectures. This type of video is particularly useful for labs, since physical phenomena, techniques and process operations are often more understandable when presented visually, rather than when described purely with words.
The Audiovisual Media Center – AVMZ develops classical teaching and learning videos for courses in the Faculty of Medicine. They support audio-visual learning and the presentation and documentation of behavior, movements, techniques, procedures, and abstract or invisible processes. The design framework of the videos aims to increase the interest and motivation of students to delve deeper into the subject material. These videos are used in, for example, the physics lab for medical students.
The areas of responsibility of the AVMZ include promoting media literacy and conducting workshops on media didactics.
The workshop Fundamentals of Media-Based Teaching is part of a program of certified courses of the State Academy of Medical Education, LAMA. It is aimed at teachers and scientists in the Faculty of Medicine, academic teaching hospitals, and academic teaching practices. The course addresses various didactic possibilities to integrate media into teaching.
Martin Lemos, AVMZ
This format offers students different interactive opportunities, such as cue points which mark different sections, clickable buttons, and integrated self tests.
The AVMZ develops interactive teaching and learning videos for medical courses.
- Videos with navigation
- "Decision videos", which are videos controlled by decisions the viewer makes
- "VideoPlus", which are videos with access to supplementary learning material
- "Sandwich videos", which are videos that check the students' knowledge
The Teacher-Student Conflict-Video, which was developed in collaboration with the Educational Science Teaching and Research Unit, is an example of an interactive video used in teaching.
Interactive Teaching Video with Navigation
The following is an example of an interactive teaching video with navigation used in the Prosthetics I and II courses.
The video can be used while conducting the individual steps to produce temporary restorations as well as for the preparation beforehand and follow-up afterwards. The navigation allows the students to precisely call up the work steps they are currently on.
The interactive teacher-student-conflict video was developed in collaboration with the Teaching and Research Department of Educational Science.
The goal of the video is to provide student teachers with real-life scenarios so they can practice and improve their conflict resolution skills before being confronted with similar issues on the job.
Martin Lemos, AVMZ
Animations can be used to explain and communicate phenomena and processes that are otherwise hard to demonstrate. They provide an engaging way to present "dry" topics. Animated videos consist of computer-generated or hand-drawn pictures that illustrate individual steps in a complex process and (invisible) phenomena.
The AVMZ develops animations for medical courses of study. Here is an example of an animated video.
Other Video Formats (3D, 360° Video)
Martin Lemos, AVMZ
3D videos are recorded using stereo cameras and offer the viewer, with the help of a 3D display and 3D glasses, a moving picture with a deep visual depth for stereoscopic vision.
360° or immersive videos are made using an omnidirectional camera or a collection of cameras, in order to simultaneously record multiple perspectives. When viewing the video, the observer can control and select the perspective.
The AVMZ develops 3D and 360° videos for medical courses of study.
Course Video Recordings
Video recordings are made using one or more cameras in the lecture. The sound is recorded separately but simultaneously. Video recordings may be full length recordings of lectures or short video sequences, showing the content of course (lecture, tutorial, lab, and more).
The Department of Computer Science Video Working Group contacts instructors and if the the instructor is interested and grants approval, students in the working group, who attend the lecture, compile video recordings and make them available online.
The Department of Event Technology creates video recordings in the Faculty of Medicine.
These videos have navigation and cue points in the video bar of the player. This makes it possible for the user to conveniently access their targeted content based on their individual needs. An example can be found under the following link course video recording with cue points.
Harald Jakobs, LPM (Learning Platform Management)
An audio slidecast combines the audio recording of an oral presentation with presentation slides. Camtasia Studio is most commonly used at RWTH Aachen to create slidecasts.
On the Center for Innovative Learning Technologies - CiL website you can general information about recording lectures and also a short introduction and step-by-step directions with screenshots regarding working with Camtasia Studio. There are also several video tutorials available encompassing topics such as recording, editing, and producing a video.