Video as an Instructional Device

This summer I spent a lot of time trying to organize my thoughts about the use of video as an instructional device. Currently in my practice, I use video for a) content delivery after inquiry and b) to spark inquiry. In response to that schema, I created the below model to help me think about video as it applies to instructional spaces:

The model shows a simple allocation where video that is used to spark inquiry is allocated to the classroom space or “community” and video that is used for content delivery is allocated to the homework space or “individual” setting (of course, not to beat a dead horse, but this occurs after classroom exploration of content). This allocation was motivated by a previous model where instructional spaces were allocated along a spectrum of Bloom’s Taxonomy, placing more rigorous tasks such as inquiry in the community space, and procedural tasks, common in content driven videos, to the individual setting. 

In addition to reflecting on the use of video, I got motivated and finally transferred all of my video content (movie clips, etc.) to google drive. My current collection contains video clips taken from movies, commercials, talks, and other random events. I draw from this collection primarily for inquiry purposes as content videos in Explore-Flip-Apply are made on the fly in response to student misconceptions during the inquiry phase. Click here to access the g-drive folder of vids.