When integrated with classroom instruction and learning activities, video can be a valuable resource. Video can stimulate a learner’s motivation through gathering attention and establishing relevance to one’s interests. Students may be more engaged, independent, and prepared for assessments in their courses when they have access to instructional videos for frequent or just-in-time review. Furthermore, the Universal Design for Learning framework recommends the use of accessible instructional video to optimize conditions for learning by students with diverse abilities. Video can provide uniform, concrete instruction on processes, procedures, or contextual information that other forms of instruction cannot communicate as effectively. A digital video’s navigation buttons can give students flexible control over how they experience presented information. This connects to the Multiple Means of Representation principle, which recommends presenting information in alternative, customizable formats that support perception and comprehension.
How to Get Started
Instructors commonly use video to introduce concepts, clarify abstract information, demonstrate processes, connect to real-world examples, or prompt discussion and reflection. See these resources to learn how to integrate video with the curriculum in your teaching practice.
- Universal Design on Campus: Video
- Just Push Play: 15 Ways to Use YouTube in Your Course
- Using Video in the Classroom: A Teacher’s Guidebook
- Use Video in the Classroom to Stimulate Critical Thinking
No discussion about video is complete without mentioning accessibility requirements. All instructional video used at MATC must have closed captions! To ensure that your video meets accessibility standards, use the Video Accessibility Best Practices Checklist. The following sources of accessible instructional video are available to faculty.