Internet Learning Volume 5, Number 1, Fall 2016/Winter 2017 | Page 64

Teach like a Video Journalist Thinks
is still to be decided. The flexibility of
iShowU Instant makes it a useful tool
for an individual lecturer to investigate
how video journalist methods can be
applied to learning, but allows for the
development of his or her own style—in
keeping informality, adding a little humor,
and tailoring the best educational
experience for a student’s needs.
Conclusion
Lecturers who have access to the
principles of thinking planning
and execution in the educational
process of producing quality learning
video become less dependent on technical
staff. When lecturers also have
the camera in their hands, they have
the tools to communicate their subject
with greater precision. The lead comes
from the video journalist who shows
that practice not theory, hands-on craft
of making are the way forward in education.
In summary, this article proposes that:
1. Video helps students acquire a
deeper sense of how they are acquiring
new knowledge.
2. Video production processes demonstrate
from real-life examples
the differences between spoken and
written English.
3. Through video, students experience
a sense of their own dedication, enthusiasm,
and hard work and develop
skills for life to communicate
their new knowledge.
4. The process of conversation between
staff and student through
video encourages confidence in the
student’s future potential.
5. Personal contact with a tutor is enhanced
and not diminished by distance
online learning.
6. Video feedback is scalable and relevant
to different applications of
video across subject areas in higher
education.
7. Methods are achievable in similar
PC versions of software and uploadable
into Content Management
Systems (CMS) or Learning Management
Systems (LMS) such as
Moodle, Blackboard, and Kaltura.
Craft endures: TED video lectures
have their 18 minute rule. The length
of a BBC School Radio broadcast was
19’.50”, including opening and closing
announcements.
General Sources of Advice
The suggestions in this article come
from learning on the job and through
practical experience from producers
scriptwriters and presenters at BBC
School Radio; also from the late Denis
Kemp, Kodak Education Officer and
climber; John Morris experienced BBC
cameraman and staff trainer; and Dr.
Paul Walker (retired), at UCL Centre
for Advancing Learning and Teaching;
Dr. Dilly Fung, Professor of Higher
Education Development and Academic
Director of CALT; Dr. Fiona Strawbridge,
Digital Education Manager,
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