Exploiting videos

[Cooper John N <jcooper@BUCKNELL.EDU>]

> I think the problem is even more complex.  Over my 20+ years of teaching I
> continue to be amazed at how LITTLE students can pull from _very well done_
> video material.  Not just details, but major points are totally missed, even
> if I stop the video and ask the questions within 30 seconds of them having
> seen the material.  Unlike the earliest 'TV generation' (mine), somehow
> today's viewers are conditioned to NOT process, to NOT remember, to not
> THINK about anything seen 'on the tube' even if the viewing is in an
> academic setting and they know that they will be responsible for the
> material.  This phenomenon makes me very skeptical about internet based
> learning (but then as most have gathered, I'm skeptical about a lot of
> things! ;-)
   Not physics, not even REAL chemistry, but I use videos, some old
classics from Nova and elsewhere, both in my non-science majors' course
and that for chemical engineers, and find that I have to give them two
things to keep their attentions focussed.
 a. Worksheets in-class, to be filled in, while the video is showing.
The answers aren't that important but it re-enforces that they WILL be
accountable and need to stay in an actively thoughtful mode.
 b. A reflective, reaction sheet to be turned in at the next class in
which they,
    i. list what they think were the important concepts and then
   ii. react to those ideas or concepts.

  This is a qualitative, concept oriented class, so you should modify the
method to suit what you want them to obtain from videos; the point is that
if you don't insist in a meaningful way on their staying in a critically
thoughtful mode, many will slip into idle at the first opportunity.  You
can't rely on telling them they'll be accountable; you have to make it a
present reality.
  If this sounds like high-school modality, I agree but that's what I find
works better than just turning the lights out and the projector on.

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 ** John N. Cooper                           **
 ** Chemistry Department                     **
 ** Bucknell University                      **
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 ** jcooper@bucknell.edu                     **
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