Ilse Sistermans, Video in education in the Netherlands. Good Practice Interviews. Maastricht University. Best practice Interviews edited by Carlijn Postma and Juul Kusters, Maastricht University
This paper is the result of a best practice research that was held in 2016. It was part of a Maastricht University project aimed at centralising the support of a video support service. Good practices were collected from interviews with twenty-seven teaching and support staff members of fourteen higher education institutes and twenty-six staff members of Maastricht University.
This work can be divided into two parts. The first part is a report on the major findings of the interviews and addresses several educational practices within Maastricht University. The second part are the authors’ interview notes, edited by Juul Kusters and Carlijn Postma (Maastricht University). The rapport is in English, and the interviews are either in Dutch or English, depending on the language spoken during the interview. The interview text may be translated upon request.
This paper is accompanied by a clickable PDF that navigates the reader to a mindmap of each interview. This map with mind maps aims at facilitating readers in choosing interviews that are of particular interest to them.’
Some Good Practices are described in this report.
- Flipping the classroom
- Expert guest lecture on video
- Introduction and feedback clips to replace pre- and post-discussion
- Student-generated clips
- Experiential video
- Fictional clip or film
- Video and blended learning in the PBL classroom
- Good practices in video design
- Good practices in production
- Pre- and post-production
‘Video can be a great tool for moving toward a blended learning model. The most important takeaway regarding didactics is that video is only successful if aligned with learning goals and activities. However, it is important to realise that video is a costly and time-consuming process. Institutes that choose to promote the use of videos among their teaching staff are more likely to succeed if their time and money investments are carefully planned. Moreover, providing sufficient and effective support by relieving teachers from supportive tasks may lower the threshold for teachers who want to embed video into their education. The practices presented in this paper aim to inspire teachers and curriculum designers and provide input for the discussion on the development of video support facilities that best fit the institute’s needs, its’ students and staff.’