Videos which can be used to address most learning objectives in the university classroom are available online at an unparalleled level. With more than eight million reference files available on the video sharing site YouTube, educators are able to use sites like YouTube to find video clips to address a variety of instructional topics (YouTube, 2012). Advancements in technology including WiFi availability and the proliferation of online video website have increased the ease with which videos are accessed. With the rise of videos in university teaching, researchers have begun to explore their impact on learners. Specifically, Berk (2009) has explored how videos address different learning types, impact brain waves to relax or grab students’ attention, and generally appeal to tech savvy students.
While videos are slowly becoming a prominent fixture in the classroom, story-telling and case-based learning have been a part of professors’ repertoires for a significant period of time as a means of developing problem solving and analytical skills among students (Jonassen & Hernandez-Serrano, 2002). The following seminar will discuss the value of videos in case-based teaching, introduce the development of case studies connected to videos, and provide practitioners with a list of pertinent considerations when selecting videos.
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"Videos in Case-Based Teaching in the Sport Management Classroom,"
Teaching Innovation Projects: Vol. 2
, Article 5.
Available at: http://ir.lib.uwo.ca/tips/vol2/iss2/5