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Video in teaching – better than text and images?
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Video in teaching –
better than text and images?

Getting the best out of a popular medium

Video as a learning medium is enormously widespread and offers great potential for university teaching. More and more teachers at ETH use video in different formats and contexts to do justice to the popularity of the medium and the opportunities for effective learning.
In this event the presenters will show different approaches how video adds value to their courses and student learning. Examples of effective use of video are animations, interactive videos, lecture videos, open educational resources and videos created by students.

Prof. Marcy Zenobi Wong D-HEST Professor E-Mail senden
Prof. Robert J. Flatt D-BAUG Professor E-Mail senden
Prof. Peter Chen D-CHAB Professor E-Mail senden

Prof. Marcy Zenobi Wong (D-HEST)

Prof. Marcy Zenobi Wong (D-HEST) and Sina Guenther: Prof. Marcy Zenobi-Wong reports on how she uses video presentations in her course Practical Methods in Biofabrication.  The student video is the final presentation of a semester long experimental project.  The students are asked to tell the story of their project in a short video, from conception to execution to critical evaluation.

Prof. Robert J. Flatt (D-BAUG)

Prof. Robert J. Flatt (D-BAUG), is teaching the first-year course of “Chemistry for Civil Engineers” using a (semi-) flipped classroom approach. He will briefly present the challenges and reasons for selecting this teaching mode. A particular emphasis will be given on the way in which various types of video support are used. Advantages and limitations of these will be summarized.

Prof. Dr. Peter Chen (D-CHAB)

Prof. Dr. Peter Chen (D-CHAB): Peter Chen has implemented a PiP (Professor-in-Picture) video overlay technology which gives a close simulation of in-person teaching using Zoom, combined with open-source and freeware audio/video programs.  With very modest additional costs, and use of existing content and software platforms, the technology brings the instructor back into instruction without a steep learning curve.