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How do educators select video

resources for classroom use?

DIVERSE
Portland, USA
(July 2010)
Kevin Burden: University of Hull
Theo Kuechel: University of Hull

Acknowledgements:
EduTubePlus Platform
Funding from European Commission
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Rational and purpose
Shortage of empirical evidence about selection

Benefits of defining criteria

Impetus of EdutubePlus Service

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Theory
Research Design: Hypothesis
mixed methods Operationalisaton

Respondents

i g n Survey Design
d es
th e
o f Data Collection
n t s
m e
e le
i ve Analysis
t at
n t i
Q ua
Findings

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Previous Research Theory
(summary) Hypothesis

Importance of content Operationalisaton

Link to learning outcomes Respondents


and objectives
Survey Design
Student generated authoring
for pedagogical purposes Data Collection

Length of clip Analysis

What to avoid Findings

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Research Theory

Hypothesis Hypothesis

educators will employ a range of  explicit Operationalisaton


selection criteria to search for video
clips to use in the classroom
Respondents
certain  selection criteria will be privileged
by educators Survey Design

educators  will locate video resources


Data Collection
from a wide range of different sources

educators will be able to articulate how Analysis


they judge the  quality and efficacy of the
video resources they select? Findings

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Theory
Operationalisation Hypothesis

Operationalisaton

Respondents

Survey Design

Data Collection

Analysis

Findings

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Operationalisation: Concepts &
Questions
Q. What strategies do you use to search for video
◦ recommendations for colleagues
◦ recommendations from official sources (e.g. LA)
◦ social media or networking (e.g. Twitter)
◦ general online searches (e.g. Google)
◦ subscription services
◦ SIGS
◦ specific online video services (e.g. YouTube)
◦ other

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Theory

Demographics Hypothesis

Operationalisaton

Respondents

Survey Design

Data Collection

Analysis

Findings

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Sampling Strategy
Judgmental sampling is a non-probability sampling
technique wherein either an authority picked by the
researcher or the researcher himself selects units
to be sampled based on their knowledge and
professional judgment. This type of sampling
technique is also known as purposive sampling
and authoritative sampling

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Demographics (location)
UK
1%
6% 2% Belgium
Greece
4% Netherlands
6% Other Europe
Australiasia
USA
6% 46% Asia
Middle East
South America

30%

Number of respondents 472

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Demographics (age)
Breakdown by Age
200

150

100

50

0
21-30 31- 45 46+

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Demographics (professional)
Professional Role
300

225

150

75

0
Teacher Lecturer Support Advisory Policy Other

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Demographics (subjects)
Grouped

All Subjects
Arts
Science
Technology
ICT
Humanities
Languages
English
Mathematics
PE/perf Arts
0 38 75 113 150

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Frequency (by user)

19% 15% 19%


29%

23%
43%
53%
Daily Daily
Weekly Weekly
Monthly Monthly
Infrequent

with and without infrequent users

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Frequency ( )
Daily No of Clips used
Weekly 1-3 clips
4-10- clips
10+ clips

3%
26%
23%

74% 74%

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Theory

Online survey Hypothesis

Operationalisaton

Respondents

Survey Design

Data Collection

Analysis

Findings

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Theory

Data collection Hypothesis

Operationalisaton

Respondents

Survey Design

Data Collection

Analysis

Findings

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Headline Findings

Locating Video resources

Judging Criteria

Copyright

Clip length

Visual Quality

Selection Criteria

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Locating Video (Strategies)
Colleagues rec.
Official Rec.
Social Networking
Online Search
Subscription
Com Practice/ Subject Ass
Online (e.g YouTube)
Other

0 100 200 300 400

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Other Strategies

DVD

User Generated Content

Record Whiteboard

School TV

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Locating Video (Sources)
Purchased Service
Official Rec.
User generated
YouTube etc
Portals
Offline ex DVD
Nat Broadcast TV
Other

0 100 200 300 400

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Other Sources

iTunes Podcasts

BBC iPlayer search

Archive & Museum Sites

Online Newspapers

Digitised Broadcasts

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Locating Video (Quality)
“Videos that appear in poor visual quality, such as
grainy, or outdated are not used.”

“The quality of film making is very important, I want


pupils to see well made film to encourage them to
make good films”

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Judging Quality (Quotes)
“Initial scan to determine broad appropriacy/quality; then added to my social
bookmarking site (Twine); then, once I am planning a PD session, I will review
the resource in depth. If I cannot find an appropriate resource, or a
contextualised resource is required, I will create a video in house (using
Camtasia Studio)”

 
 
"Evaluate the video taking into account the relevance to the lesson,time
constraints and understandability of the presentation if any"

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Locating Video (Copyright)
generally the whole survey was relatively aware of copyright as an issue: 47%
and 37% showing some awareness

In the filtered survey (i.e. excluding infrequent users) results almost identical
(49% and 37%)

Surprisingly high number of those in this filtered group still prepared to use
copyright material for which they did not have permission (28%) and still 17%
from those who classed themselves very aware (191 people)

However a high number seemed to be aware of alternatives like Creative


Commons (39% of full survey and 44% in very aware category)
Very small numbers would not use CC material at all (16.5%)

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Selection Criteria (Length)
“The duration of the video is very important. I
choose shorter videos”

“Video can convey a lot of information or meaning in


a very short time”

“Short clips with heightened relevance are most


effective in enhancing teaching technique”

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Discussion & conclusions
Original hypotheses

New findings

Modification to existing theory

Next steps (qualitative analysis)

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Image Credits
Slide15: Steve Garfield BY NC SA

Slide 17: Old Shoe Woman BY NC SA

Slide 19: Inju BY NC SA

CC Licenced : Sourced Flickr 2010

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