Be sure to see the many videos at the On Course YouTube Channel.
10 Ways to Use Online Videos
1. Online Video Anchoring: Use online videos to anchor your instruction and make it come to life.
2. Online Video Ender: Employ online videos to wrap up a class, activity, lecture, or other course event.
3. On Demand Key Concept Reflections: Play a shared online video when appropriate to illustrate points, concepts, principles, or theories from the current unit, chapter, or lecture.
4. Pause and Reflect: In a live class, you can play a portion of a video in YouTube or some other source and reflect on the content and then play another section and so on; continuous video, chat, and reflection.
5. Online Class Previews and Discussion: Post useful online videos to the course management system for students to watch prior to or after class.
6. Cool Resource Provider: Ask students to sign up to be the person who finds and presents relevant online videos (i.e., the “cool resource provider”) after which the class can discuss or debate them.
7. Anchor Creators: Require students to create their own YouTube videos to illustrate course concepts or ideas.
8. Video Anchor Competitions: Assign students to find relevant videos for the week and send the list to the instructor(s) for viewing and selecting (with class recognition or bonus points if used).
9. Video Anchor Debates: Create a task where students are required to find YouTube or other online video content representing the pros and cons of a key class issue or topic which they discuss or debate.
10. Anchor Creator Interviews: Require that students find YouTube videos relevant to course concepts and then interview the video creator or invite that person in for a class chat.
(List by Curtis J. Bonk, Professor and author of The World is Open: How Web Technology is Revolutionizing Education
TITLE: Math is Hard – The Colbert Report (2:30)
APPLICATION: Math Anxiety
SUMMARY: Stephen Colbert uses political satire to demonstrate how pervasive math anxiety is in US society.
DIRECTIONS: I show this video to all my math study strategy students and developmental math students. After explaining the political nature of the video and including a disclaimer, if needed, show the students the video and ask if they can identify with Colbert. Do you think it’s socially acceptable to fail math? Why? Have you ever turned in an exam just to “get the math away”? What steps can you take to reduce your level of math anxiety?
(submitted by Sam (Samantha) Cash, Instructor/Math Specialist, Ozarks Technical Community College, MO)
TITLE: Math Videos (300+ YouTube videos with videos added weekly–various lengths)
URL: Direct link: https://sites.google.com/site/harlandclub/Home/math/
APPLICATION: Arithmetic, Pre-Algebra, Beginning Algebra, Intermediate Algebra, Fun Math, Precalculus, and more. These videos can be used to (1) learn the concepts of a particular topic, (2) watch examples and try problems, (3) provide remediation and practice for identified weakness(es), (4) provide review.
SUMMARY: In each video, Julie Harland uses a tablet P.C. to teach topics, and work through examples, often showing more than one way to solve a specific math problem. Viewers hear the instructor as they see her writing on an electronic white board. Videos are closed-captioned for students needing that accommodation. The website is organized by topic. Examples of some of the topics (each having several videos) covered include: Fractions, Circles, Factoring, Solving Equations, Rational Exponents, Radicals, Simplifying Expressions, Integers, Mixture Problems, Work Problems, Graphing, etc.
DIRECTIONS: Students search for the topic they need help on, then link to the video(s) on that topic.
(Submitted by Julie Harland, Faculty, Math, MiraCosta College, CA)
TITLE: Life is Beautiful (2:40 minutes)
APPLICATION: Student Success (Emotional Intelligence)
SUMMARY: The movie Life is Beautiful dramatizes the power of choosing your attitude. The section “Choose Your Attitude” in chapter 8 of On Course recounts Victor Frankl’s experience in a Nazi concentration camp and his choice to use his imagination to alter his inner experience despite the horrific circumstances he faced. This short clip from the movie is a great example of this ability. It also dramatizes how one can respond in an empowered way even in circumstances that might victimize others. If you haven’t seen the movie (you must!), the protagonist played by Roberto Benigni makes his son believe being in the camp is a fun and challenging adventure game.
DIRECTIONS: If you use the On Course text, have students read Chapter 8 as homework. Show this video in class, after explaining that the circumstances of the concentration camp. Debrief the film clip with questions such as, “How does the Roberto Benigni character demonstrate emotional intelligence?” “How does he choose to create his experience rather than become a victim of his circumstances?” “What is a distressing situation you are now facing?” “How could you choose to choose a more positive attitude about this situation?”
(Adapted from a submission by Ted Miller, Faculty, Reading, Jackson Community College, MI)
TITLE: Art in the Eye of a Needle (2:38 minutes)
URL: http://www.youtube.com/watch?v=tHFs-r1TpMk … or here’s a Ted Talk by the artist: http://www.ted.com/talks/willard_wigan_hold_your_breath_for_micro_sculpture.html (19:20)
APPLICATION: Art: Helping students stretch their creativity
SUMMARY: This video presents a short news report on artist Willard Wiggins. Wiggins, who cannot read or write, creates the smallest works of art on earth. Many are smaller than the period at the end of this sentence (really!). This video gives a quick peek at some of Wiggins’ work and how he came to find his unique artistic gift.
DIRECTIONS: Explain to students the importance of finding their unique artistic gift. Have them do a quick-write on the most outrageously creative art project they can imagine themselves doing. Put students in pairs to discuss their ideas. Then ask for students to nominate their partners to share their ideas for stretching creativity.
Title: General Physics I (videos of various lengths)
APPLICATION: I use the 49 videos at this site to teach calculus-based physics online on streaming videos from iTunes. [If your computer does not have iTunes, you’ll need to download the program.] SUMMARY: Videos cover course topics such as measurement, motion, vectors, horizontal projectiles, laws of motion, connected masses, force of friction, circular motion, and dozens more, including videos on solving problems. Videos range in length from 30 to 70 minutes.
DIRECTIONS: Assign students to view videos as a supplement to course readings and lectures.
(Submitted by George Manacheril, Faculty, Physics, Edison State College, FL)
TITLE: Jessica’s Daily Affirmation (0:49 seconds)
APPLICATION: Student Success or a quick jolt of encouragement in any course
SUMMARY: This is a video of a cute, curly-haired child looking in the bathroom mirror and enthusiastically (!) expressing all of the things she likes in her life. When she ends by shouting “I can do anything!” you know she believes it. This is an uplifting video that will make viewers smile.
DIRECTIONS: Have students rate themselves (privately) on a scale of 1-10, where 1 equals feeling very negative about life and 10 equals feeling very positive about life. Show the video of Jessica’s Daily Affirmation. Now ask students to make a list of everything they like about their own life (just as Jessica did verbally in the video). After creating their list, have them rate themselves a second time on the same scale (negative to positive about life). Without asking for specific scores, explore how many students had their number go up. Explore why. (We affect our attitude and outlook by the thoughts we allow to occupy our minds.) Another idea for using this video was suggested by a teacher on the video’s web site: “I saw this video in June and had my class watch it right before their final exams. This is such a great video and my students all felt pretty inspired when taking the test. I am going to show this from now on before giving a big test.”
(Video suggested by Chris Sheetz, Instructional Services/Reference Librarian, Lorain County Community College, OH)
TITLE: Online Academic Success Videos (Six Videos–Various Lengths)
APPLICATION: Study Skills or Student Success (especially online)
SUMMARY: QuickTime videos developed by the Academic Skills Center at Dartmouth College include “Strategic Learning–A three-step process for meaningfully understanding and retaining information” (9:00 minutes), “Time Management—Methods for getting organized and making better use of your time” (17:50 minutes), “Notetaking — Techniques for effectively recording and learning information from classes and lectures” (8:24 Minutes), and “Reading Improvement — Strategies for improving reading rate and comprehension” (10:48 minutes). Also available at this site are videos titled “Learning Strategies for General Chemistry” and “Stress Management – learn more about stress and stress management techniques.”
DIRECTIONS: Show one of the videos and have students discuss which ideas they thought were ones they would experiment with. After viewing the Notetaking video, have students take notes on the other videos using strategies they learned in the first video.
(Submitted by Joyce Oates, Faculty, Counseling, Columbia Basin Community College, WA)
TITLE: Selective Attention Test (1:22 minutes)
APPLICATION: Psychology or Student Success
SUMMARY: It’s a fun experiment. If you’ve seen it, you know what I mean. If you haven’t, here’s the set-up: Watch the video. You’ll notice there are some people playing with basketballs. Three are wearing white T-shirts; three are wearing black T-shirts. Your task is to count how many times the players wearing white shirts pass the basketball.
DIRECTIONS: Have students watch the video. Afterwards ask, “How many of you noticed something unusual during the video?” Ask students what it was. Someone will say, “I saw a man in a gorilla suit walk through the group of people playing with basketballs.” Ask how many people saw that. Many will deny that it could possibly have happened. Show the video again to prove they didn’t see something that is, on second viewing, quite obvious. Ask, “How could it be that a man in a gorilla suit walked through the game and you didn’t see it? What is the life lesson here about perception? What is walking through your life that you don’t see?”
(Submitted by Tom Hale, Counselor, Northeast Oklahoma A & M College, OK)
TITLE: The Broken Escalator (2:07 seconds)
APPLICATION: Student Success or in any course as a way to motivate students to try a new approach when they are stuck (as when they fail a test)
SUMMARY: This video shows people on an escalator that stops. The obvious choice would be to walk to the top and continue on their way. Instead they act as if they have no choice but to stand there until the escalator is fixed. (You may want to stop the video when the music starts as it becomes a commercial thereafter.)
DIRECTIONS: I showed this video as a part of our student success class on Self Sabotage, Self Defeating Behaviors, and Re-writing Scripts. The students really enjoyed it. I told them to visualize the escalator anytime they feel stuck and ask themselves if there are simple steps that can be taken to “get off their escalator.”
(Submitted by Rachel Hoover, Director, Academics Skills, Frostburg State University, MD)
TITLE: Turning Disappointment into Joy (5:14 minutes)
APPLICATION: Career Exploration or Student Success (especially to remind students to follow their bliss)
SUMMARY: This is the story of Ricochet, a dog who was trained to be a service dog for a person with a disability. Despite great skills, Ricochet failed to qualify as a service dog because she loved to chase birds. But her trainer didn’t give up on her, saying, “Rather than focus on what she couldn’t do, I focused on what she could do.” With her trainer’s help and encouragement, Ricochet mastered what she loves to do, which is surf (really!). In her new role as a SURFice dog, Ricochet still helps disabled people in her own unique way (which you have to see to believe). Get out the tissues.
DIRECTIONS: A good clip that shows we will never realize our full potential if we try to fit the mold someone else has for us. But when we find who we are and what we are good at, we thrive and have the ability to do great things. Enjoy!!
(Submitted by Catherine K. Eloranto, Faculty, Criminal Justice Department, Clinton Community College, NY)
TITLE: The Winner’s Pledge (3:31 Minutes)
APPLICATION: Student Success (or any class where you want to motivate students)
SUMMARY: With a background of Celine Dion’s song “I’m Alive,” this video shows 21 quotations that offer empowering beliefs that lead to a successful life. Quotations are paired with relevant photos, and include statements such as “I am personally responsible for my success,” I have a no-excuse, it-shall-be-done attitude,” “I do not engage in the blame mentality,” “I focus on what I want, not what I don’t,” and “I forgive, learn, and then move on” (accompanied by a picture of Nelson Mandela). Note: The last quotation is of a religious nature: “I am unique. I am God’s masterpiece, designed for greatness.”
DIRECTIONS: Show as a way to begin or end class with a few minutes of inspiring beliefs. Ask students what other beliefs they would add if the video were longer.
(Video suggested by Judith Watson, Counselor/ Professor, Lone Star College, TX)
TITLE: The Girl Who Silenced the World for 5 Minutes (6:41 minutes)
SUMMARY: In 1992, at the age of 12, Severn Suzuki and some friends from Vancouver, British Columbia (Canada) raised money to attend the Earth Summit in Rio de Janeiro. Suzuki gave a six-minute speech to delegates gathered from around the world. She pleaded eloquently for adults to stop the destruction of planet Earth. This video has been view approximately 3 million times.
DIRECTIONS: Show the video as an example of a powerful and persuasive speech. Have students analyze what Suzuki does in her speech that made it so powerful. Given that many speech students are nervous about giving their speeches, consider bringing out the point that if Suzuki, at the age of 12, could travel thousands of miles and speak to a gathering of world leaders, surely students in the class can walk to the front of the room and speak to a handful of classmates.
(Video suggested by Jim Jim Genandt, Dean of Career & Technical Education, Spoon River College, IL)
TITLE: Students Helping Students (4:54 minutes)
APPLICATION: Student Success (also Video Production). For an On Course class, this video is great to show with Chapter 4: Interdependence.
SUMMARY:This video, created by Digital Ethnography students at Kansas State University, shows the work of K-State Proud, an organization that helps students help students. Over a 3-year period, students have donated over $250,000 to their fellow students when they needed it most to stay in school (e.g., when their house has been taken by a tornado, their belongings have been taken by a flood, or when a serious illness drains them of their last dollar and the will to go on). Additionally, the students go to great lengths to help other students feel welcomed and at home at the University.
DIRECTIONS: This video, created by Digital Ethnography students at Kansas State University, shows the work of K-State Proud, an organization that helps students help students. Over a 3-year period, students have donated over $250,000 to their fellow students when they needed it most to stay in school (e.g., when their house has been taken by a tornado, their belongings have been taken by a flood, or when a serious illness drains them of their last dollar and the will to go on). Additionally, the students go to great lengths to help other students feel welcomed and at home at the University.
TITLE: Alicia Keys’ Purpose (3:16 minutes)
APPLICATION: Student Success (also Psychology & Career Studies)
SUMMARY: Grammy-winning musician and pop star Alicia Keys provides a powerful testimonial to the motivating power of purpose. She states that, “[giving back] is a necessity for success. It’s part of it. To be successful–not just at a job or a career, but as a human being–a portion of me has to be paying attention to the rest of the world. If I’m only wrapped up in my own life, my own issues or problems, then I’m not being fair. And I’m definitely not being successful.” Although a star in the music industry, Keys’ more motivating purpose is her role as co-founder and spokesperson for the Keep a Child Alive charity.
DIRECTIONS: Ask students to write a paragraph about why they are in college. Next ask them to rate their motivation to succeed in college on a scale of 1-10 (10 high). Now show the Alicia Keys’ video and, afterwards, ask students to rate Keys’ motivation to make the Keep a Child Alive charity a success (using same 1-10 scale). Discuss why Keys’ motivation is so high. Ask students how they could use what they learned from Keys to increase their own motivation in college…and in life. For example, perhaps they could identify an important purpose and identify how a college education will help them achieve that purpose.
TITLE: John Stossel Advocates Repealing Part of the Civil Rights Act (6:59 minutes)
APPLICATION: Political Science (also Sociology, Business, Cultural Diversity & Composition)
SUMMARY: In a debate with a Fox News anchor woman, John Stossel advocates repealing the public accommodations section of the 1964 Civil Rights Bill. This section of the bill states (in part), “All persons shall be entitled to the full and equal enjoyment of the goods, services, facilities, and privileges, advantages, and accommodations of any place of public accommodation, as defined in this section, without discrimination or segregation on the ground of race, color, religion, or national origin.” Stossle, a Libertarian, argues that businesses should have the right to choose their customers freely and that in today’s society businesses that discriminate against a group would be harmed by the free market system.
DIRECTIONS: After students read the public accommodations section of the Civil Rights Bill, show the Stossel video. Have students brainstorm/list reasons for and against the following proposition: “Congress should repeal the public accommodations section of the Civil Rights Bill.” Assign students as homework to bring in one resource that provides reasons for or against repealing the public accommodations section of the Civil Rights Bill. Have students add these to the list from the previous class. Finally, have students write an essay in which they advocate for or against repealing the public accommodations section of the Civil Rights Bill.
TITLE: Ken Robinson Says Schools Kill Creativity (19:21 minutes)
APPLICATION: Education (also Speech)
SUMMARY: Creativity expert Sir Ken Robinson challenges the way we’re educating our children. He champions a radical rethinking of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Some of Robinson’s ideas include, “Creativity is as important as literacy,” “If you are not prepared to be wrong, you will never come up with anything original,” and “We are educating people out of their creativity.”
DIRECTIONS: If your course text has a section on promoting student creativity, have students read the section for homework. In the next class session, start by showing students the Ken Robinson video. Have them do a quick-write on what a teacher can do to encourage creativity in a classroom. Next, have students pair up and decide which of their ideas is one for which they will advocate. Have pairs of students present their ideas to the class. Because Robinson is an engaging and humorous speaker, he makes a good exemplar for a speech class.
TITLE: Seinfeld Teaches History (6:20 minutes)
URL: http://www.4shared.com/video/6OE2nVPP/SNL_Skit_-_Jerry_Seinfeld_Chri.html?locale=en [Takes a while to load…and you may have to skip an ad.] APPLICATION Education (also Professional Development)
SUMMARY: In this Saturday Night Live skit, Jerry Seinfeld, as Mr. Thompson, attempts to teach a group of high school students about the Battle of Britain. His students, however, are only concerned about getting the right answers and, thus, good grades. “Students” include many young comedians who went on to become famous such as Chris Rock, David Spade, Chris Farley and Adam Sandler.
DIRECTIONS: After showing the video, have students brainstorm other teaching methods that Mr. Thompson might employ to move students in this class from indifference to engagement. After the discussion, have students write an evaluation of Mr. Thompson’s teaching, including what he did well and offering suggestions for approaches he might try with his students in future classes.
TITLE: Dan Pink on the Surprising Science of Motivation (18:23 minutes)
APPLICATION: Business Management (also Speech)
SUMMARY: Dan Pink, author of the book Drive, explains what social scientists know about motivation that many business managers don’t. His thesis is that intrinsic motivators (e.g., autonomy, mastery, and purpose) are more effective than extrinsic motivators (e.g., money) for employees who are charged with addressing complex issues and problems. Pink offers evidence from studies showing that such employees are more productive in an environment that employs intrinsic motivators. Pink, a former political speech writer, is an engaging presenter; thus, this video also makes a fine exemplar for students in a speech class.
DIRECTIONS: In a business class, have students rate their agreement (1 = low, 10 = high) with the following statement: “Businesses that pay the highest salaries have the most highly motivated employees.” Have students line up by their rating, and have them offer reasons for their position. Next, show the video. Have students again rate their agreement with the statement above and line up by their rating. Invite students who have changed their number to explain why. As a follow up assignment, have students do more research and write a position paper for business managers on specific strategies for motivating employees who work with complex issues and problems.
TITLE: The Time Management Fairy (3:57 minutes)
APPLICATION Student Success (also Video Production)
SUMMARY: In this student-produced video, “Jimmy” is terrible with time management. The Time-Management Fairy visits him and provides Jimmy with five suggestions for improving his time management: 1) Keep your work space clean, 2) Keep a fixed-commitment plan, 3) Set goals to stay focused and motivated, 4) Keep it quiet while studying, and 5) Exercise. The quality of the video production is a tad (wink, wink) less than professional.
DIRECTIONS: As an introduction to a lesson/unit on time management, show this video. Ask students to each make a list of the five essential time-management strategies they would include if they were asked to create such a video. Then have students pair up, combine their lists, and reduce the list to only five strategies. Next have pairs join another pair, combine their lists, and reduce the list to only five strategies. Repeat again with each group of four (square) joining another group of four to create a group of eight. Once again they combine their lists, and reduce the list to only five strategies. In a class of 24, you will now have three groups of eight, each with a list of five time-management strategies. Have someone from each group write their five suggestions on the board. Afterwards, have students combine similar strategies to reduce the list. From the list remaining, have students advocate for their top choices, followed by a final vote for the top five self-management strategies. Place the list on class web site or distribute on a handout. In a Video Production Course, have student teams create their own video presenting the top five strategies for effective time management.