June 4th, 2015

Using Video in the Classroom

Bricklaying Students make video animations

Videos are a fun alternative to written assignments, for students to demonstrate their learning and encourages creativity and learner involvement.

Using Video in the Classroom

Introducing the use of videos in the classroom, appeals to visual learners. It improves learners’ digital literacy skills, digital communication skills and group collaboration skills. This method also gives learners ownership for their learning and engages them in the subject.

Bill Guiver, Section Head of Brick Construction and I have been working together to introduce the use of video animation with a bricklaying class.

We put students into small groups with instructions to make a video that teaches the concept of how to repair a cavity wall. Asking students to work together on creating videos, instils learning and enhances their understanding of the subject matter.

To begin with, Students had to storyboard their animation, which required critical thinking, subject matter research and analysis, as well as, text writing skills. Click here for the storyboarding handout issued to students.

Click here for the storyboarding grid handout.

Students also needed to think about how they were going to present each storyboard clip, for example through the use of a photograph, text, a diagram, a drawing, a video clip or audio.

Here are some examples of the students’ storyboarding.

storyboarding bricklaying example repairing a cavity wall

storyboarding bricklaying example repairing a cavity wall

storyboarding bricklaying example repairing a cavity wall

When done well, the video can be used as a learning resource to demonstrate to students a particular unit concept.

We used Go Animate for Schools, which is easy to use and low cost and doesn’t require any installation. It allows Students and Teachers to be up and running in creating their own animations in minutes.

Here are some of the video examples:

This video was created by Jack Perry and Chris Mann. They wanted to produce a plain, simple design:

Much of the theory underpinning the design of virtual learning environments has developed from the application of principles that have developed from situated cognition and the work of Vygotsky (1978) for his emphasis on the way in which people’s cultural and social context influences their development. Vygotsky (1978) was an architect of social constructivism and he was influential in a social constructivist view of imagination and play being important to development and learning; and recognised the importance of social components of learning. His research showed that effective learning takes place when students learn from others, which includes, not only their Teachers and Instructors but also their fellow learners.


Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes, Cambridge, Harvard University Press.

If you’d like to learn how to create video animations using Go-Animate4Schools, join me at the lunch time webinar on Wednesday 1st July, 12:00 – 13:00. Details will be posted on the Events page of this website.

Visit PROCAT Prospects College of Advanced Technology

This PROCAT Digital website is produced to report on activity from the Digital Learning Fellowship at PROCAT Prospects College of Advanced Technology, funded by The Education and Training Foundation.