Elon Technology Blog

Dr. Matt Valle uses self-made videos, online resources to supplement student learning

Instructional videos are a popular way to deliver course content, but it can be difficult to get started. Dr. Matt Valle, a Martha and Spencer Love term professor of management, has tried his hand at video recording, and he realizes that sometimes, better video resources are already available on the Internet.

For him, deciding whether to create videos, find them online or not use them at all depends on what he’s teaching and how effective it might be in the long run.

To use video or not

Creating videos can take a lot of time, especially when it involves learning new software. While Dr. Valle appreciates what video can do, his concern is that educational value justifies the time learning about and using the new program.

“I like that the technology allows you to leverage other resources, so students have more than just you or their notes,” Dr. Valle said. “What I worry about is the value in relation to the cost. If you rehash every classroom experience in a video, why would anyone go to class in the first place?”

A lot of Dr. Valle’s course material doesn’t lend itself to videos, but he does appreciate the way videos can simplify more difficult programs and concepts.

“There is limited utility for the things I need to do in class, except in the case of a difficult concept that they need to see me work through,” Dr. Valle said. “They can play a video over and over again. If they didn’t understand the first time, it’s there for them to look at.”

Using outside resources

Dr. Valle acknowledges that plenty of online resources exist to help students learn difficult concepts and software. For example, he often suggests Lynda.com tutorial videos, because they allow students to learn programs at their own pace.

“Could you imagine being in class, how boring it would be if I said, ‘In this first cell, type foundation construction…’” Dr Valle said. “Screencasts make it possible to watch a little bit, hit pause, watch a little more, and then pause again.”

He added that Lynda.com videos are great for teaching difficult concepts, because students can get a bearing on the new technology first by watching some videos before asking specific questions. This is the case with Microsoft Project, a project management software he utilizes in some of his courses.

“It’s difficult to understand [Microsoft Project] unless someone works through the steps with you,” Dr. Valle said. “With project management, there is so much information that they’re trying to soak into their brains, it’s helpful to have technology that explains everything I want them to do.”

 MORE: English professor Dr. Crystal Anderson uses screencasting to engage her students outside the classroom.

Finding the time to learn

Dr. Valle knows firsthand that video recording is not for everyone. Between courses, meetings and other responsibilities, it is hard to find the time to learn a new program and incorporate it into a course.

This is why Dr. Valle advises anyone interested in video recording to use a big block of free time, like summer, to play with video software.

“Find a big block of time to learn,” Dr. Valle said. “Then, they can take as much or as little as they need and are not rushed by other things. Give [learning a program] a fair shot and at end of that time, you can evaluate.”

For those who really want to learn technology and need the extra incentive to do it, Dr. Valle suggests incorporating technology use into their professional development plans.

“There are folks who are interested in technology, in learning new things, and they should promise themselves to learn something new each summer,” Dr. Valle said. “Technology is something faculty members can incorporate to professional development plan. Adopt new technology and try it out. See if it’s worth using.”

 

If you are interested in learning more about screencasting or finding videos to use in your course, contact TLT to setup an appointment.

 

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