Video in Higher Education: Examining Good Practices

Ilse Sistermans
Maastricht University, Netherlands


Currently Maastricht University is at the conclusive phase of a video project, aimed at creating an institution wide video support service. One of the deliverables is collecting and sharing good practices on the use of video in education. Good practices were collected by interviewing support staff members at Dutch higher education institutes. Additional information was obtained from academic publications, SURF events and special national interest groups on media in higher education (SURF is the collaborative ICT organisation for Dutch education and research – A collection of these good practices are presented in this paper. As Maastricht University is a face to face university that uses a problem based learning (PBL) methodology, the section on didactics focuses on PBL in a face-to-face setting. Nevertheless, the collection of good practices presented, may be of interest to teaching and support staff members involved in the use of video in at any higher education institute. Before addressing good practices of video in education, the paper defines and categorises video. Then a collection of good practices, is presented, divided into in four domains: (a) education, (b) layout (c) support, and (d) production. The section on education deals with flipping the classroom and other forms of blended learning. The practices presented in layout, support and production are applicable to most higher education institutes, both face to face and online. The goal of the paper is to inspire and inform higher education teachers, support staff and managers.

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