Teaching assistant Youtube channel

Examples of practice, How to, Project partners, Resources, School of Fashion and Textiles, Video learning 2 Comments

Short instructional videos managed on a networked Youtube channel can be a teacher’s assistant in class as well as promote peer learning

What

Laura and Travis had the challenge of teaching Illustration to large classes in the Fashion School, where the students had a wide range of pre existing skills and experience with the software. Through an extensive learning design process that included interviewing students, it was decided that a Youtube channel consisting of short, simple to produce instructional videos would effectively serve as a teacher’s assistant in class, to enable more students to learn at their own pace.

Why

Having a large class with extremely wide ranging levels of skill and experience with computer software can be a very challenging teaching environment. The videos serve to supplement the techniques being taught in class. Advanced students to go ahead or start on new topics. Slower students can review and practice. This can be done in class, as well as outside. Youtube was used for its useful features, reliability of service, familiarity to all involved, and connectivity to wider ranging topic areas.

How

  1. Students were interviewed to understand the situation and to find ranging ideas on how best to offer a solution.
  2. It was decided that video screenrecordings with printable versions was the best format. They needed to be made by the teacher, as simply and quickly as possible, with as authentic style as possible.
  3. A screenrecording method decided on, in this case Quicktime Pro was used because it was the most reliable running alongside the software being demonstrated. It was found that Hangouts on Air could not reliably run on the computer being used when the software being demonstrated was also running.
  4. A Youtube channel was created for each of the teachers participating in the development, and their screenrecordings were loaded to their channels. The videos were edited on Youtube using the Youtube editor, clipping the footage and adding titles, credits and annotations. Detailed titles and descriptions were given to the Youtube videos, and they were added to topical playlists. This was to aid discoverability for the students and the wider teaching and learning network. Transcripts were loaded to the Youtube videos to improve on the automatically generated closed captions.
  5. Print ready PDFs were created using Google Slides, to support the videos for the students who were very new to the technique being demonstrated. For more on this method, see “HoA and #Google-Slides to create multi format instructions”

 

Acknowledgements

Laura Holmes-Brown – teaching academic

Travis Hart – teaching academic

Leigh Blackall – educational developer

 

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Comments 2

  1. Hi Leigh,
    Just on update on the videos we made last year.

    My new students responded to the YouTube channel in a really positive manner and were excited to have access to demonstrations and techniques specific to their learning outside class time. This week we start drawing garment blocks… this is really where the videos we made start off, so it will be interesting to see if and how they use them.

    Some of the students who completed the course last year are also accessing the channel for revision. It’s especially good for the students who are slower with their cad skills.

    I have been encouraging other staff members to also use the site and direct students to it… I’m not sure on the uptake at the moment, but I’ll find out more our next meeting. I am putting the link in our lesson plans, so fingers crossed they are passing it on!
    Laura

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