Improving Teaching Effectiveness: The Digital Approach
Philip Jones was a program director at Canterbury Christ Church University, teaching Computing BSc and MSc degree modules such as computer programming, systems analysis and design, computer systems and multimedia systems. While teaching lectures at the university, Philip realized that a digital teaching initiative that blended online video courses with the traditional lecture format would help reconcile the varying skill levels that existed amongst his students and improve student engagement outside of the lecture hall.
Leveling the knowledge field
With students from all ages and backgrounds joining his lectures, Philip noticed that his undergraduates had varying degrees of understanding when it came to learning foundational topics such as math and coding. In particular, some of Philip’s more mature students, who hadn’t studied at an academic institution for a number of years, admitted they needed a refresher course. It was evident that his students needed to be brought up to speed before they could begin to understand the core modules.
Additionally, Philip noted that sometimes knowledge gaps existed amongst his students that needed to be filled. He comments, “Even the most engaged students have a difficult time retaining all the information they are receiving. When teaching a challenging subject matter, there may be parts of a lecture that take more time to comprehend.”
Adopting the same approach that he used when developing his multimedia presentations, Philip created videos that could better engage students and support traditional learning. This formed part of a blended learning initiative for his department; a mix of online video courses and the traditional lecture format. In doing so, he enabled students to watch and learn the topics that they struggled with, in their own time.
At first these videos, which focused on relevant topics and modules, were created on an ad hoc basis and shared online for his students. Now, Philip has made more than 220 videos with students from across the globe using Philip’s videos as part of their exam revision.
Additionally, Philip noted that sometimes knowledge gaps existed amongst his students that needed to be filled. He comments, “Even the most engaged students have a difficult time retaining all the information they are receiving. When teaching a challenging subject matter, there may be parts of a lecture that take more time to comprehend.”
Adopting the same approach that he used when developing his multimedia presentations, Philip created videos that could better engage students and support traditional learning. This formed part of a blended learning initiative for his department; a mix of online video courses and the traditional lecture format. In doing so, he enabled students to watch and learn the topics that they struggled with, in their own time.
At first these videos, which focused on relevant topics and modules, were created on an ad hoc basis and shared online for his students. Now, Philip has made more than 220 videos with students from across the globe using Philip’s videos as part of their exam revision.
Visual learning on-demand
Philip uses Camtasia Studio, a screen-recording tool from TechSmith, to create video learning materials. Also known as screencasts, these videos were used to firstly bring his students up to speed on foundational topics and secondly, to provide additional support for students outside of the lecture room. Philip made videos of his PowerPoint presentations, from his computer screen, whilst providing a voice-over to explain what was happening during the presentation. By incorporating visual effects such as arrows that highlight parts of the mathematical equation or code on the screen, Philip was able to visually draw attention to the most relevant parts and keep students engaged.
“Using screen capturing tools has enabled me to mimic a traditional lecture in a way that better suits my students. I was able to create a series of short videos that introduce students to the most important core concepts, but in digestible pieces. Chunking the information in this way made the learning more accessible and meant that my students didn’t have to forward through 10 minutes of video to find the information relevant to them. I also made the materials available online, so that students can watch the information again and again until they understand a concept or theory, at a time that suits them,” Philip commented.
“Using screen capturing tools has enabled me to mimic a traditional lecture in a way that better suits my students. I was able to create a series of short videos that introduce students to the most important core concepts, but in digestible pieces. Chunking the information in this way made the learning more accessible and meant that my students didn’t have to forward through 10 minutes of video to find the information relevant to them. I also made the materials available online, so that students can watch the information again and again until they understand a concept or theory, at a time that suits them,” Philip commented.
Python Programming
Since taking early retirement Philip has turned his attention to developing videos to teach the Python programming language. All of the videos on this website and his YouTube channel are free to view online. "It is pleasing to see that I am helping people across the globe learn to program in Python and from the many positive comments I receive it is good to know that it is appreciated," Philip added.