Videos are perfect as additional material for almost anything. Explaining processes and concepts with video is effective because it allows you to convey information visually and aurally simultaneously. This is less cognitively strenuous than comparing written text with images. Providing videos of events, places, people and experiments<\/a>, which students don't normally have access to, is a great service to students. A big plus is also, in contrast to a lecture held in the lecture hall, that a video can be watched multiple times, and potentially in different languages or with subtitles.<\/p>\n Instead of correcting a report or an exercise on paper, you can record yourself while you do the corrections. In this case, you can comment on the corrections you make in a much easier way as if you had to write down everything for your student to understand what went wrong. In some cases, just an audio recording may be plenty.<\/p>\n Are you tired of repeating yourself every year? :-) You can record your lecture[footnote]This is not optimal as a lecture is usually much too long, cf. quality criteria<\/a>.[\/footnote] and have students watch it at home. You may also choose videos already available on the Internet. This is the simplest form of flipped classroom and allows the time allotted to the lecture, when the students are around, to become active. Some methods and info on flipped classroom are to be found in the Appendix<\/a>.<\/p>\n Find more info on videos in teaching, with Eight ideal teaching video scenarios<\/span><\/a>.<\/p>\n <\/p>\n\n","rendered":" Videos are perfect as additional material for almost anything. Explaining processes and concepts with video is effective because it allows you to convey information visually and aurally simultaneously. This is less cognitively strenuous than comparing written text with images. Providing videos of events, places, people and\u00a0experiments<\/a>, which\u00a0students don\u2019t normally have access to, is a great service to students. A big plus is also, in contrast to a lecture held in the lecture hall, that a video can be watched multiple times, and potentially in different languages or with subtitles.<\/p>\n Instead of correcting a\u00a0report or an exercise on paper, you can record yourself while you do the corrections. In this case, you can comment on the corrections you make in a much easier way as if you had to write down everything for your student to understand what went wrong. In some cases, just an audio recording may be plenty.<\/p>\n Are you tired of repeating yourself every year? \ud83d\ude42 You can record your lecture[1]<\/sup><\/a> and have students watch it at home. You may also choose videos already available on the Internet. This is the simplest form of flipped classroom and allows the time allotted to the lecture, when the students are around, to become active. Some methods and info on flipped classroom are to be found in the Appendix<\/a>.<\/p>\n Find more info on videos in teaching, with\u00a0Eight ideal teaching video scenarios<\/span><\/a>.<\/p>\n \u00a0<\/p>\nCorrection Videos<\/h1>\n
Lecture Recording<\/h1>\n
Info from the ETH Website<\/h1>\n
Additional Material<\/h1>\n
Correction Videos<\/h1>\n
Lecture Recording<\/h1>\n
Info from the ETH Website<\/h1>\n