Module Seven: Integrating Videos to Engage Learning
Integrating Videos to Engage LearningVideos are technologies that can be used to engage students in the learning process. There are numerous websites with teaching videos, interviews with executives, and/ or case examples. These technologies can present material in a manner that complements or even replaces traditional classroom lectures. Using teaching videos allows students the opportunity to ‘rewind’ and replay difficult material. It provides an opportunity for the student to engage in self-directed learning; the student is in control of where, when and at what pace the material is presented. To demonstrate the variety of video instruction that is available, the following table provides some example videos that have been used to facilitate instruction in the business discipline.

These videos provide catchy introductions that stimulate student interest, they provide real-world examples of how theories, such as queuing, work in business, they provide a ‘white-board’ instruction of statistical concepts, and more. The Deming video actually shows Edward Deming (now deceased) teaching US businessmen and women his 14 points on quality. Clearly, video instruction provides and opportunity to engage students in the learning process.
How to Select Videos

There are a few tricks to the trade when choosing videos for your course, not the least of which is to determine the attention span of your students. Younger students are looking for a catchy and entertaining video. More mature students are amenable to longer more content-driven videos. For example, the video Decisions Though Statistics, is short, catchy and engaging. This video does not impart knowledge, but opens the door for a discussion into the usefulness of statistics. The video’s length makes it perfect for showing during class because it gives time for discussions. Using this same video for an online course will require the instructor to provide prompts which engage the students in discussion. For example, students might work in smaller groups with each student introducing an example of how statistics is used in their workplace. In this scenario, the video begins the brainstorming process. The video on Whole Foods is a second example of a short, catchy, engaging video that will typically promote discussion.

Another example of how a video can engage and facilitate learning can be seen by the ‘how-to’ videos. These videos are not well-suited for in class showing because the instructor will find it more useful to actually demonstrate the concept themselves. However, these videos are excellent for online students or others who missed the face to face demonstration. They are also useful as a review/ study aid for students when they are practicing the materials on their own.

A third example of using videos can be seen when instructors choose to integrate a video aimed at imparting knowledge. For example, a Business Week video, a Harvard Business Review video, or an iTunes U video are all good examples of when a video is actually used to replace (or strongly complement) a lecture. In this case, the instructor may expect the video to serve as a learning tool and create assignments or exams based on the video content.

Copyright Issues

Many people are tempted to download videos from YouTube to show them in classrooms where YouTube is blocked. According to YouTube's terms of use, you're not supposed to download unless you see a download link, in order to protect video creators’ rights, so you may not want to take this route.

The good news is that YouTube now offers Creative Commons-licensed videos, which are automatically safe to use. You can even modify or edit them into your own videos using the YouTube Video Editor. Enter specific keywords into YouTube’s main search bar as you normally would (“biology lectures,” for instance), then click on the “Filter & Explore” tab to the far left. In the middle of the drop-down list are the words “creative commons.” Click here and all the videos that appear under your search term will be Creative-Commons licensed.

If the content you’re interested in doesn’t come with a Creative Commons tag, it helps to know that the fair use clause in the Copyright Law of the United States allows the use of works without permission for teaching. Still, the user must adhere to some key regulations that can be vague and confusing.

One thing is clear, though: Any material first published after 1978 is copyright protected. You can find the U.S. Copyright Office's educational-use guidelines (PDF) in Circular 21. The University System of Georgia links to a fair use checklist; you can also email the video's maker for permission.


Content Area Examples of using Publicly Available Videos to facilitate learning
Description of Video
Introduction to Statistics A catchy video which brings up the importance of knowing statistics.
Binomial Distribution Great video for using the binomial with basketball as an example, relates to business products
Sampling and Sampling Distributions A nice video on understanding the central limit theorem
Analysis of Variance and Design of Experiments Good how to do one way ANOVA in excel.
Chi-Square Test Good video showing how to do chi square by hand. Lengthy, but thorough video on how to do a test of independent on Excel.
Waiting Lines: Single Channel and Multiple Channel ABC news shows Whole foods queuing theory.
Economic Order Quantity and Economic Production Lot Size Models Great overview of inventory management. Open with this.
Introduction to Course and the State of Healthcare Today Great Video with lots of numbers suggesting US healthcare patients are not safe.
Seminal articles published by the Institute of Medicine – great for discussion.
Six Sigma Funny video asking people what six sigma is.
Upbeat  video animated to use sigma methodology.
Jack Welch gives a quick overview of Six Sigma – focuses on supply chain.
Students can post a comment to the article: “Leveraging Front-Line Employees for More Effective Continuous Improvement: Words of Insight from the Lean Six Sigma Trenches”
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