Effective Video Instruction at a Distance

Effective Instruction at a Distance: 

Effective Instruction at a Distance Presented By Raquel Tablado

Overview: 

Overview This lesson plan details how teacher-made videos can be used effectively in distance education classrooms.

Topic and Goal of the Lesson: 

Topic and Goal of the Lesson Effective instruction using distance education The goal of this lesson is to effectively instruct and communicate with students via distance education.

Audience: 

Audience This lesson is designed for a specific target audience of professors and teachers of all grade levels.

Learning Objectives : 

Learning Objectives By the end of this lesson, students will be able to: Effectively utilize recorded lessons to support teaching and student learning. Distinguish between effective video instruction and non-effective video instruction.

Media and Technology: 

Media and Technology Digital cameras and/or webcams Computers Youtube.com USB cable Video & Audio Text and Graphics

Background to Distance Learning Education: 

Background to Distance Learning Education Choi and Johnson (2005) found that students considered video based instruction to be more appealing than traditional text-based instruction. Furthermore, believers in the constructivist theory argue that context-based learning through distance education is very useful to the learning process of retaining material, transferring material, and applying the material (Jonassen , Peck, and Wilson 1999 ). Jonassen, Peck and Wilson (1999) also found that video technology is the best form of instruction for context-based learning because the information is presented in a more appealing way. They also found that narrated videos aide in comprehension and retainment of content.

Elements of Effective Instruction: 

Elements of Effective Instruction Planning Instruction Managing Instruction Delivering Instruction Evaluating Instruction Learner Support

Planning Instruction: 

Planning Instruction Instructional activities should be designed to provide necessary skills, knowledge, or experiences to reach set goals and objectives.

Managing Instruction: 

Managing Instruction Whenever students interact with each other, with course materials, or with the professor, new information is transferred, retained, and made significant to the learner .

Delivering instruction: 

Delivering instruction With the development of instructional media and communication software, distance educators are now armed with the tools to help reduce learning barriers such as the feeling of separation and inaccessibility.

Evaluating instruction: 

Evaluating instruction In distance education, evaluations are very important because direct teacher-student interaction is limited. Traditional classroom settings allow for the instructor to measure student performance in real time and in person.

Learner Support: 

Learner Support It is crucial to make the online learning environment as inviting and user friendly as conceivable for the distance learner. Many times, the computer is their only link the student has to the program. All possible technical support and services available to in-class students should be made available to the online learner.

True or False Quiz: 

True or False Quiz 1) Instructional activities should be designed to provide necessary skills, knowledge, or experiences to reach set goals and objectives. a)True b)False . 2) There are 3 elements to effective instruction. a)True b)False . 3) Instructional planning has nothing to do with student goals and objectives. a)True b)False . 4) Learning only takes place when students interact with course materials. a)True b)False . 5) The method of evaluation should directly correlate to the courses’ objectives and goals. a)True b)False .

References: 

References Baggett, P. 1984. Role of temporal overlap of visual and auditory material in forming dual media associations. Journal of Educational Psychology 76 (3): 408–417 . Choi, Hee J. and Johnson, Scott D. (2005). The effect of context- based video instruction on learning and motivation in online courses . The American Journal of Distance Education. 19(4 ), 215–227 Jonassen , D. H., K. L. Peck, and B. G. Wilson. 1999. Learning with technology: A constructivist perspective . Upper Saddle River , NJ: Prentice Hall.