As a teacher, it is important as a teacher to know what you wish to achieve by including video as an element in teaching

.
The term "Video" covers a range of very different genres - from grand narratives to television broadcasts and simple recordings. Video has many applications - from entertainment to information and documentation of observations.

Below is a list of different genres. Each item links to an description of the aim, target group, and the timeframe of a typical video. There are also
links to video examples and examples of pedagogical scenarios where video can be included.

Explore! - And be inspired. You are always welcome to contact Academic IT (ait-info@ruc.dk) to talk about how to get started.

1. Academic presentation of a subject
2. Introduction to the subject or a course
3. Academic instruction or guidance - exercise presentation
4. Observation - internal recording and documentation
5. Video business card
6. Marketing / teaser
7. Streamed conference, inaugural lecture
8. Professional communication of research

1. Academic presentation of a subject

Some topics do not change substantially over time. It can be specific methodical considerations within your academic field. It can be a presentation of one orscholars within the field, a general presentation about the academic field, etc.
Presentations or introductions are typicallyrecorded in Studio44 - if necessary as a series of shorter sequences.

Target group
Students attending lectures

Duration
3-5 minutes per sequence

Examples
Susanne Hvidtfeldt (UniPæd) on "Intercultural competences"

Jane Meged (ENSPAC) - a continuous lecture on Hofstedes theory about the five national dimensions

Jørgen Lerche Nielsen (CBIT) on Methods and empirical data

Pedagogical scenarios - pedagogical inspiration
Presentations and introductions recorded on video - possibly divided into short sequences - make it possible for the students to watch and revisit the presentation to whatever extent is needed.

By uploading the videos into the discussion forum on Moodle and asking the students to comment on or ask questions about the theme of the video, it is possible for you as a teacher to get a better idea of the questions and issues that the students are concerned about. This can be brought up in the following lecture.

Illustration: Screenshot of Moodle discussion forum with video and answers from the students.

2. Introduction to the subject or course

An informal presentation of a subject or a course. The aim is to inform potential participants about the scope of the subject or course. Also provides an insight into the scientific field of the course.

Target group
Students about to enrolli in a course or having just enrolled.

Duration
Dependng on form, from 2-4 minutes to 6-10 minutes (cf. example below)

Example
Lars Hulgård and Roger Spear (PAES) on "International Master in Social Entrepreneurship and Management"

Pedagogical scenarios - pedagogical inspiration
An overall introduction can be used to "sketch" the scientific field of a course, enabling students to make a choice on develop an understanding.
Since students often have access to video on their mobile devices (recording and editing) it can be considered whether they should produce an introduction to selected subjects or main theoretical positions as a part of their learning activities.

3. Academic instruction or guidance - exercise presentation

Guidance for an exercise, instruction for an exercise setup.
Guidance for (administrative) program e.g. learning platform, recording of lessons, etc.

Target group
Students enrolled in a course; people who have got to solve a problem using one of RU´s (administrative) systems.

Duration
2-5 minutes.

Examples
An example from YouTube is shown, as no RU video instruction has been found yet.
Example of a video used as guidance for a system.

Pedagogical scenarios - pedagogical inspiration
Test setups are good for being videotaped. When more than five students are gathered it can be difficult to see what the teacher/instructor is showing. Often you see the test setup from an angle, and the test setup has to be "flipped" when you have to do it on your own. Using video, you get get closer to the details.
The students can have a look at the setup before the lecture and they have the chance to review the instruction again at any time and on their own.
You may consider whether the students should record the exercise or test setup for subsequent evaluation and as a part of the learning process.

4. Observation - internal recording and documentation

Here, video can be seen primarily as a way to document an activity as "proof" that the activity happened.The sequence can be recorded with simple and easy access equipment e.g. a mobile phone or small simple video recorder. It is important that there you are amiliari with the equipment. No following editing will take place. The video can be seen as a sort of summary-tool.

Target group
People nvolved in the activity.

Duration
Dependening on the event

Examples
Not available

Pedagogical scenarios - pedagogical inspiration
The primary aim of the recording is that supervisor, tutor or instructor later on has materials that can be used in collaboration with the students for evaluation and reflection. The recording can be
- In connection with supervision (pedagogical, language) of teachers or students,
- Recordings of student exercises, where the teacher later on wishes to discuss the course and the routines,
- Students own recordings in the field.

Furthermore, video can be used (without recording) for unobtrusive observation, informants being in one room, and observers in another. It is a a kind of "surveillance" where it is possible to comment and discuss e.g. group discussions or role play ("the aquarium model").

5. Video business card

A researcher/teacher gives a brief description of his/her field of research and interests.

Target group
Students, research colleagues, external audince, the press/media

Duration
2-3 minutes

Examples
Sidsel Winther (UniPæd) presents her working area
Nina Blom Andersen (CBIT) presents her field of research

Applications
A video business card can be added as a part of your e-mail signature, thus reaching partners and academic networks, or be used as a presentation at a conference.
It can also be added to the RU website so that students looking for a supervisor are able to learn more about you.

6. Marketing / teaser

Through information about topic/programme/participants you are may generate an interest for a conference/event/new education.

It can be done, as shown below, in a dialogue between two people who are involved in the event. Also more traditional ways of communicating a presentation can be used.

Target group
Potentially interested people

Duration
5-7 minutes

Examples
Finn Sommer and Jakob Bøje (PAES) present the conference "Professionsretning i praksis"

Applications
Link can be attached to an e-mail concerning the conference

7. Streamed conference, inaugural lecture, ph.d. defense

When streaming a conference, the conference is being broadcasted live over the internet, and it may also being recorded for later use.

Target group
The target group of the conference / inaugural lecture.

Duration
Depends

Examples
Steen Vislund´s (PAES) inaugural lecture

Applications
It is possible for people to follow the event without attending. The recording makes it possible for people who are interested to see the conference at a later time.

8. Professional communication of research

Many find it interesting to receive qualified communication on interesting research findings, but may not favour the formats used for communicating findings in research papers or at a conference. The genre is characterised by the interesting and engaging storyteller and narrative.

Target group
The general public

Duration
10 minutes (- 20 minutes)

Examples
Garbi Schmidt (CUID) about the history of immigration to Inner Nørrebro

Eske Willerslev (KU) The Aboriginal people populated the world as the first

Applications
The genre contributes to the dessemination and popularization of research in a way attracting an audience to the university's online resources.