Hybrid teaching will often tend to revolve around video, in at least the forms of:

• captured lectures, and perhaps discussions
• pre-prepared lectures or lecture segments
• captured demonstrations and critiques of creative activities
• recorded Collaborate sessions
• live-streamed instances of all of the above

Perhaps students can and should be encouraged to collect video as part of learning activities:

• small-group discussions
• captures of activities within workshops and studios
• out-and-about investigations of the environment
• screen captures of interaction with 3D models, animations, or other things they have created using technology
• short “I Learned Today” summaries

(this can be done with cameras, phones or various other tools).

Video can also have an important role in assessment and feedback, in many different ways.

Often “production” quality, in the conventional sense, isn’t an important consideration: immediacy and authenticity are more important. Audio may be more important than video (or occasionally vice versa). Editing may be crude or absent. Materials can be quickly shared by upload to MediaHopper, or similar.

But how can we use these kinds of resources? Although video is a linear medium, it has much potential beyond simply being watched. It can become the focus of discussion, interaction, and activity that ties in with other material accessible online. Creative exploitation of things like MediaHopper will be important here. Other media platforms (Youtube, Vimeo, …) may have useful possibilities, though ethical and other considerations need to be taken into account.

Experimental software such as our Rich Media Linker may be useful (vid-linker-dev.eca.ed.ac.uk/linker.html). Why not try this out? If you have suggestions for improving it, or other similar kinds of functionalities that would be even better, then please contact J.Lee@ed.ac.uk.