This week’ blog
assignment is to discuss the pros and cons of audio, video, and podcasts for
adult learners. Over the past few weeks
of this course, we have discussed a variety of technology and its place in
adult education. Of all of these
options, audio and video seem the most simple to accept as desirable to
integrate. King and Cox (2011) say Web
2-0 tools reduce the distance between instructor and student particularly in
the online environment. I think that is
more true with audio/visual than any other tool. I also think instructors already believe in
the power of audio/visual; however, they may not be using it in a way that
maximizes that value.
If you haven't had the chance, I encourage you to check out the EDU channel of You Tube. Not only does You Tube provide a global classroom for teachers and students, but this site also supports educators with help with incorporating video and providing a platform for creating or contributing to a global classroom.
Pros:
- Great tool to reinforce complicated concepts or highlight
key points
- Appeals to different learning styles
- Encourages self-directed learning
- Portable and always available
- Students can play back until secure with information
- Allows for chunking of information
- Opportunity for deeper content when used as “additional
resource”
- Creates a sense of social presence
- Allows students to get a glimpse of personality appealing to
affect
- Easily incorporated into most LMS
- Many instructional materials can be easily “repurposed” into
video format
- Student created audio/visual products creates an engaging
learning opportunity
- Gives student voice and empowerment while exposing them to
peer learning
- Allows for asynchronous as well as synchronous activity
- Students can real-time collaborate
- Real-time conferencing with instructors (office hours)
John Orlando, PhD (2010) offers some guidance to using video in the classroom with his article, Effective Uses of Video in the Classroom submitted to Teaching with Technology, part of Faculty Focus.
As a student, I love video elements in my classes. I have had instructors record an entire
face-to-face lecture and upload it to supplement the readings (this was not my
favorite as I tend to zone out if it is too log). Several of my instructors have used a short
video to introduce the week’s module with key points. Another instructor used video to clarify
content that is frequently confusing to students. Finally, videos created by outside sources
have been used as reference to contribute to my learning. One of the ways to use audio/video listed in
the book is as a means for delivering feedback.
I have not experienced this, but I think I would love it! I am a social person and although I have come
to love my online learning environment and even realize it is probably the best
environment for me to learn, I wish I had a better feel for personality of my
classmates and my instructor. I think
listening to an instructor give feedback on one of my assignments would give me
a better feel for the personality of the instructor and the critique. Instead of reading textual critique, the
instructor can expound on thoughts and offer reassurance. I know that can be done in text, but the tone,
inflection of voice and nuance of conversation is missing. King and Cox (2011, p 58) reference a study
that found evidence that students’ perception of the instructor as a caring
person was positively influenced with audio feedback, increasing their feeling
of satisfaction with their program of study.
So, what could be bad?
Well, I did come up with a few things to consider when using
audio/visual learning tools.
Cons:
- With so much available as supplemental information, is it
too much? Adult students are time
challenged. The authors (King & cox,
2011) talk about students doing prep work before a class by watching videos in
addition to their reading or whatever.
Is it potentially overwhelming? I
think it could be very easy to give so much information that the student could
never get through it all. The instructor
will need to balance expectations and be very clear about requirements and supplemental materials.
- As with all technology, there is a learning curve and
resource requirements. Does the school
provide the needed hardware, software, training, and technical support to the
instructors?
- Access for students remains a concern. Is it a reasonable expectation for
instructors to assign projects requiring certain technology skills? Is there a competency level requirement? Should those be a pre-requisite to a class? Will this increase the issue of the haves and
have-nots? Will students avoid classes
that ask for these skills?
- Instructors have to be careful not to just video their
lectures and call it a day, the “talking head”
(King and Cox, 2011, p 81). On
the other hand, instructors have to be careful about over design. Not only can learning how to design a visual
tool be a threat to some instructors, but those instructors who are technically
astute may have a tendency to over design and lose the content in the bells and
whistles. Just because you can, doesn’t
mean you should.
I can’t imagine an
effective learning environment that does not include some kind of audio/visual
enhancement. However, I think it is even
more important in an online environment.
There are so many positives to these tools, but I think the most
important is the increased feeling of satisfaction for the student and the
ability to bring social presence and emotion with conversational nuances to the
distance learner.
