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Making Videos in a Second-Year, University-Level Nutrition and Health Promotion Course

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Making Videos in a Second-Year, University-Level Nutrition and Health Promotion Course

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Student Video-Making in Your Learning Context
By: Julia Kenny
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Hypothetical learning activity: To foster creativity and interactivity, I will instruct my students to make videos as part of their culminating assignment for a second-year, university-level Nutrition and Health Promotion course. Students are required to cook a healthy and nutritious dish for their choice of audience (e.g., hospital patients, nursing homes, children, professional athletes, etc.). The student must explain what they are cooking, why they chose that specific dish, and outline the ingredients that are used to make the dish. In addition, students are instructed to elaborate on the nutritional benefits of the dish they cooked and describe some of the challenges that may arise when making the relevant dish for their chosen audience.

As the educator, I will provide guidelines and resources on video-making techniques, such as storyboarding, scripting, filming, and editing. Students can use smartphones, tablets, or computer software to create their videos.

Overall, video-making provides students with a creative outlet to express their ideas and interpretations of course content. It allows student to explore different modes of communication beyond traditional writing and verbal presentations. Videos also promote critical thinking and collaboration as students work together to plan, shoot, and edit their projects. Additionally, video-making activities align with 21st century skills, enabling students to develop digital literacy, media literacy, and effective communication skills.

Some of the challenges that may arise during students’ culminated video-making projects:

- Technical difficulties: students may encounter challenges in learning video editing software of troubleshooting hardware issues.

- Time constraints: video creation requires planning, filming, and editing, which can be time-consuming for both educators and learners.

- Access to technology: not all students may have equal access to the necessary devices or software, creating inequalities in their ability to participate fully in video-making activities.

Conversely, there are also many benefits of having my students make videos for their culminated assignment. These benefits include:

- Engagement and motivation: video-making taps into students’ creativity and can increate their motivation to learn. It offers an alternative and exciting way to explore and present content.

- Personalized learning: videos allow students to demonstrate their understanding in a way that suits their learning style and strengths. It provides an opportunity for self-expression and individualized learning experiences.

- Multimodal learning: video-making integrates multiple modes of communication, such as visual, auditory, and kinesthetic, which can enhance comprehension and retention of information.

- Audience engagement: sharing videos with peers or a wider audience, such as through presentations or online platforms, promotes authentic learning experiences and encourages students to take prince in their work.

To summarize, incorporating video-making activities in the classroom can motivate, extend, and expand learning. Despite potential challenges related to technology and time constraints, the benefits of video making, such as increased engagement, personalized learning experiences, multimodal learning, collaborating, and communication skills development, outweigh the drawbacks.

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Making videos in class is a very fun way to introduce different assignments and assessments in the classroom. This can allow for creative freedom for some students, that a presentation does not always allow for. This can also be less "stressful" for students than a presentation or an oral assessment.

One challenge that I have found is that some students will use the reason/excuse of 'not wanting to hear their own voices" recorded on the video. Another challenge is the digital equity that we learned about in the last module. I teach in elementary school, and when students are in middle school ages, they do not always have access to all technology. Students are given a school-provided chromebook that they can use, but then some students are able to also use their own phones, better quality computers, and fancy headphone/microphone sets. This is an area that I have realized I need to be more aware of and plan accordingly because of.

I have made videos for classes and lessons before for my students. I have used them so that students have information to refer back to as a resource. It took me a bit of time to make the most of my videos, however, I have gotten a lot better at uploading them and only including information that is important.  I have found that it is really important to not put in excess information, or else it deters students from watching and using the videos.

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Making Videos in High School Social Classes

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Making Videos in High School Social Classes

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By Crystal Hartney

My students really enjoy making videos for culminating projects at the end of a unit. I provide my students with a choice in how they can complete their projects (presentation, talk show, video, digital story or comic). Many of my students will use their phones to make their videos. Students without cellphones will borrow our school iPads so they can make their video. The benefits of making videos are that students really become motivated to create a beautiful finished product to showcase their learning. Now that Tik Tok, and You Tube are so popular students become quite engaged with creating videos for class projects. The biggest challenge our students face is digital equity. Not every student in my classes have cell phones or computers at home. So most of their projects are completed at school during class time.   Another challenge that many students face if they  decide to work on a group video after school is finding time to get together to work on their projects. Many of our students come from low income status and families often rely on their children to assist with younger siblings, cooking, cleaning, or working to contribute to the family income.

An example of using videos for projects is in my Social 30 course. Students enjoy creating videos about the industrial revolution, classical liberalism, and the working and living conditions of the proletariat (working class) compared to the bourgeoisie (business owners). Some students have created talk shows where a host interviews the different classes of people. Others use special affects and send themselves back in time. They use sound effects, music and props to enhance their videos.

I could also see students creating videos if they are uncomfortable presenting a project face to face. I have not done this personally but I think this would be a great way for students to still present their projects. They could also take several videos or edit their video to create a polished finished product.

I have also created many videos for my classes during and after the covid pandemic. I found video lectures were a great way to explain key concepts and events to my students, and they could re-watch the videos multiple times if needed.

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I let my students make videos as options for in person presentations. There are some students who would much rather record their video and practice it then do a presentation in front of the class I do know however that it takes a lot of extra time for students an if they're not necessarily tech savvy they end up asking the teacher a lot of extra questions about how to record these videos.

When I taught virtually, I was teaching drama and it was the best way for my students to still be able to perform. I was able to have my students work in groups and record their breakout rooms or use a platform called flipgrid to ensure that they were able to showcase their presentations to the rest of the class.

Making a video can motivate or extend learning because you are thinking critically and sometimes in a video you're able to say a lot more but if you were just dragged her write it down because students feel the need to make their writing sound more formal than a video which can be very informal and have the students speak from their heart.

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Educational Video - Everyday Mindfulness

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Video-Making in Health Professions Education - Julia DiLabio

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Video-Making in Health Professions Education - Julia DiLabio

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I will preface this by stating that I have no experience as a classroom teacher or with students making videos. I think that it is important for educators to be aware of New Literacy practices children and youth are engaged with outside of school in order to stay informed, relate more to their students, build rapport, and have meaningful discussions around issues that matter most to students. Potential issues related to digital authorship in video making would be remixing/reusing material and laws associated with copyright and fair use.

As a physician and educator, I don’t have experience with learners making videos other than recorded presentations for exclusively academic purposes (e.g., assignments). Other potential applications might be for outreach or educational purposes, such as an informational video to share with patient groups. This would allow health professions students to expand their learning by understanding what is important from the patient’s perspective and preparing relevant educational material in an easily understandable manner to share with the public.

For example, AboutKidsHealth (https://www.aboutkidshealth.ca/) is a health educational website that was created by physicians from SickKids Hospital and has a variety of informational videos created for children, youth, and caregivers. Learners in the health professions field (e.g., medical/nursing students, medical residents, allied health students, etc.) could be involved in creating such videos. An example of one of these video is Everyday Mindfulness, which I wanted to share with this group of teachers, as the information might be helpful to share with some of your students!

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AboutKidsHealth - The Hospital for Sick Children

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Everyday mindfulness | AboutKidsHealth at The Hospital for Sick Children

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Student Video-Making in Your Learning Context - Anna Maria Nicalek

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Student Video-Making in Your Learning Context - Anna Maria Nicalek

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​​My students might make videos to actively learn how to participate and collaborate with different individuals on a single project which will require time, energy, organization, planning, and perhaps learning new programs together which is a skill very needed and common in today's workforce. Team-building skills take a lot of time and practice to develop which is why it is vital to give all students multiple opportunities to exercise these skills in a fun and engaging manner.

In a learning context, the benefits of having students make videos in the classroom is that they learn how to respectfully work with individuals that have different abilities and limitations which teaches them the importance of properly communicating with one another to use their strengths to successfully complete the project.

The challenges may also be in learning how to communicate respectfully, or in the resources that the students or school have available to create their content. In addition, this task may require a lot of time, editing, increased screen time, or cause some young students or their parents to feel uncomfortable having their child recorded. It is also vital for the teacher to clearly model what is expected and to guide students throughout this process.

Video making might motivate or extend learning by having students learn new computer-based knowledge by discovering a new program, device, or service. This helps to teach students that they will always be learning about a new device or form of knowledge in life so it is important to stay open to trying out new things by asking questions, making mistakes, and growing together.

Currently, I do not ask my students to make their own videos (although I do show some videos in class to expand their learning) as this is an ESL class and this task would be too distracting or difficult for the current level that they are at. Hopefully, sometime in the future, they will develop the proper skills to be able to communicate with others and create these create projects together to share on a global scale.