Unit design includes mapping your learning outcomes, assessment types, content delivery and learning experiences to achieve constructive alignment.

Centre for teaching and Learning

Using Videos to Teach Creative Arts for Student Teachers

Part of the responsibility of designing this type of a unit that it has some elements of online activity is also about materials themselves. Yes, it’s possible to go outside of Southern Cross University for example and find fantastic websites and opportunities there, but at times those don’t actually speak in the way that you’ve decided the voice of this unit needs to be heard, and so what happens there is that you’re faced with the decision that ultimately it’s about creating your own resources. One of the ways that I’ve been able to do this with a degree of success is to create video snippets, especially when it’s about describing or defining a term or a concept, or one of those things, which happens all the time in creative arts. So I would actually go about creating a short clip that would be able to describe, define, an element or a concept in the arts in a really efficient way, and I think that that’s important because what sometime may take a lot of a long-winded approach is actually done in a fairly succinct and edited way, so it’s efficient for all. The post editing process of all of that is also a way of furthering the fact that these students are listening and really have limited visuals, to respond to, so for example there might be a word or a topic or some sort of graphic that is actually embedded onto these videos to make sure all these clips, I should say, to make sure that the students have been hammered home a particular message, a particular point or a particular concept. The other trick about using this resource that you’ve created is that you’re allowed to then introduce the resource and also debrief or unpack the resource in whatever way you want. So I go back to, for example, in creative arts that we would create two of these per topic and yet there was a lot of padding around those that where we’re able to explain to students what it was that they were about to see, and how that fitted into the bigger picture of their unit development and what it is that they were being asked to understand. Those clips also had significance for students because they were able to go back to and stop and start and pause the recording and revisit any information that they may need to clarify. If it was that students also were faced with, for example, an unpacking of an assignment, I would actually create a clip for those sorts of opportunities as well. I felt like this was a way of me engaging given the fact that this particular unit currently was, or at the time of creation, was sitting across three different campuses, one of which I very rarely got to, but it’s also in preparation for external delivery as well. So to be able to actually find uniform ways of delivering message, an important message about the intricacies of an assignment, this actually worked in a really manageable way and an efficient way. Likewise hopefully when it comes to the next duration of this particularly unit, maybe I can actually just use that particular clip again and so I actually used the online tools as a really simple way to disseminate a lot of information. When it was that we started to concern ourselves with syllabus documents which are sometime very ugly, boring documents, we were able to actually find interesting and engaging ways to use those documents as well. This also provided another access for our tutorials staff. Tutorial staff were able to watch all of this material and to be able to engage with the material at the same time and in the similar way to the way the students were. Obviously that’s going to make a very sound way that our tutorial staff then approach the students when they do get to work with them.