Creating a learning context for your course videos will make the learning experience more focused and engaging; therefore, it will be easier for students to understand, remember, and retain new knowledge.
What is a learning context? Learning context is defined as "the situation in which something is learned or understood, a situation that can impact how something is learned or what is taught."
Retrieved from https://www.yourdictionary.com/learning-context
When you provide a learning context, you should consider how:
- your video content is aligned with your instructional goals and desired outcomes,
- the information presented in the video connects with other instructional units and materials,
- students will transfer, practice, and apply new knowledge in other learning situations.
It is recommended that course videos be hosted on Kaltura, the University’s video management system, and shared with students through Canvas course sites. You can use Canvas learning tools to contextualize video resources, i.e., create a learning situation for video content used in Canvas activities and assignments.
Here are some guiding questions that will help you contextualize your course video content.
Step 1. Before watching a video.
- Why do students need to watch this video?
- What prior knowledge or skills do students need to have so that they are able to understand and follow the content in the video?
- Are there any resources that students need to download and use during the video activity?
- Will the video include any interactive features, e.g., an in-video quiz?
- Do students need to watch the video individually, with a peer, or with a group?
Action: Think about the answers to these questions and include this contextual information in the guidelines/instructions. You can include this information as descriptive text on the page where the video is embedded.
Here is an example of how contextual information can be used to prepare students for a video activity/assignment:
This video (6:35 min) is a summary of the key concepts we covered during the first 4 weeks of the course. Before you start watching the video, I suggest you revisit the lectures and case studies from Units 1-4 and refresh your knowledge of the important terms and definitions.
The video has several reflection questions for you to pause and think about how each concept reviewed in the video relates to the case study you are working on for your final project. As you watch, use the Case Analysis handout to make notes that you can use to write your analysis paper.
You can work in a small group to watch the video, discuss the key concepts, and make notes. But the midterm case analysis paper will be an individual assignment.
Step 2. When watching the video.
- What do students need to pay attention to?
- Is there something or somebody in the video that students need to observe?
- Do students need to write anything down?
- Do students need to answer any questions or make any computations while watching the video?
- Do you allow some time for students to think and reflect?
- If watching as a group, do students need to pause and discuss what they see in the video?
Action: Use prompts, cues, reflection statements, and open-ended questions as strategies to guide student focus and attention. You can insert slides with contextual information in a video; you can also use the Kaltura Video Quiz tool to create in-video prompts, reflection points, and checks.
Watch the Cognitive Load Theory video (2:01 min) to see how prompts and cues are used to help students stay focused.
Step 3. After watching the video.
- What are the video's key ideas and takeaways?
- What would be the next steps for students?
- If it is a group assignment, what will students need to do after watching the video, individually and as a group?
Action: Provide students with information about active learning opportunities available to practice, reinforce, and apply new knowledge presented in the video. It can be a self-check, writing a summary or reflection paper, analyzing a case, or discussing new information with peers.
You can include contextual information on the last slide in the video; you can also add this information as descriptive text on the Canvas page where the video is embedded.
Watch the Cognitive Theory of Multimedia Learning video (1:53 min) to see an example of how learners are prepared for the post-video activity.
Interested in seeing more examples of video activities and assignments? Check out our examples of contextualized videos in the self-paced course, Using Media for Your Course.
Creating course videos is a time-consuming and labor-intensive process. Creating a learning situation, i.e., contextualizing course videos, is an important stage of the video production process that helps ensure your videos are most useful for students.
Contact ATSS if you have questions on how to create a learning context for your videos, need assistance, or just want to brainstorm and bounce ideas.