Using Video in the Nurturing Fathers Program

posted Nov 1, 2016, 6:57 PM by Wales brown

I really enjoyed making the video for my Fathers Group discussing ways to use social media and thoughts behind how I’m trying to conceptualize the class using “Frames”.  I also enjoyed using some new tools like Pow Toons and screencast-o-matic.  I was very apprehensive about the assignment and had so much I wanted to do and found it important for me to really try to think about small steps.  I am very excited because I feel like I’ve learned another tool for meeting different literacies.  I also learned from others about how to pace myself a little more and use screencast-o-matic for things like doing orientations to web sites which I will be doing for my participants.

            I am going to try to keep my videos short (no more than five minutes) and will need to look at continuing to update and make current some videos I’m sure.  I am however looking at how I can use video to do some tasks that will always stay the same, such as using cartoon videos to present the learning goals for each class.  I think keeping the videos short and targeted at one or two points will make them more memorable and palatable.

            The class I am looking at developing video to use with is an in person class.  I will only be using video to build on the in-class discussions.  I am thinking about ways to use video however in doing peer supervision with my co-leader.  I reviewed a really informative and motivating paper that describes ways to use peer review to get feedback and develop teaching that is not so much based on being critical but rather on reflection between group leaders/facilitators of active group discussion and problem solving (Collins, Cook-Cottone, Robinson  Sullivan, 2004).

            In terms of using video to to be used by different learners with various different learning styles I believe it will be important to make sure that I am: using different approaches, keeping videos short, using video that encourages thinking not just telling or teaching and is engaging in some sort of kinetic way.  I want viewers of video that I produce to feel inspired to attempt new activities, discuss ideas and be motivated and not just have them watch a video passively.  I also want to leave them with things to reflect on and respond to, particularly in regard to auditory learners.  

Collins, J., Cook-Cottone, C., Robinson, J., & Sullivan, R. (2004-2005).  Technology and New Directions in Professional Development: Applications of Digital Video, Peer Review, and Self-Reflection.  State University of New York at Buffalo.  Journal Educational Technology Systems, Vol. 33 (2) 131-146.