International Development Videos

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FACULTY DISCUSSION

The following suggestions were made in the discussion of effective use of videos in the classroom by the UWRF Association for International Development at the

2 nd Annual UWRF Workshop on International Development, Sept. 10-11, 2004 . Additional faculty members contributed as well.

1. Available videos should be divided by subject area and circulated to faculty, who are then able to use the videos in their classes.

2. Students should be prepared ahead of time on what to watch for and consider while watching the video. One way would be to provide students with worksheets (questions for discussion) either before or after watching the video. Writing down notes helps students stay awake and focused and is especially important if there is no time to discuss the video immediately after showing it. (Note: too many questions on a worksheet may be counterproductive, as students then spend more time writing down answers than viewing the video.)

3. Students should discuss the video after viewing it. This discussion could take place in the class as a whole or in small groups, who then report to the entire class.

4. It would be good to have a guide available to faculty with suggestions on how to make videos more effective in the classroom.

5. We should try to use videos of proper length such that they can be completed in one class period, still leaving time for discussion. Obviously, this is not always possible.

6. We can have students write reflective papers after viewing the video in class. Faculty could present appropriate thought-provoking questions to help students get started in developing their papers.

7. Faculty members could stop the video at critical points and make sure that the students both saw and understood the specific content, and faculty should provide some information if necessary.

8. Faculty should try to watch the video from a student's eyes and perspective, as things we often see and make sense of are due to our greater exposure to the subject area – ask yourself what the student would need to know to interpret a particular scene.

9. Faculty could place relevant questions from the video on their exams/quizzes.

10. Videos are often out-dated. Instructors can show the video and then use it as a vehicle to discuss the contemporary aspects of the issues in the video (either before or after the video). They or their students can check web sites that update some of the information.

11. Faculty can create videos showing the actual travel experience in study abroad programs in order to promote study abroad programs.