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The wiki also contains a number of resources which discuss the use of video in professional development, including:

All of our video can also be watched on our YouTube site.

1 Selected videos

2 Series

3D shapes
Eness Vertebrates
Video/3D shapes
Video/ASKAIDS media
Video/Abel rectangles
Video/Aggie Fitness
Video/Agness Air
Video/Brian Tablet
Video/Brian paint
Video/Brian renewables
Video/Eness Division by two
Video/Eness Vertebrates
Video/Judith Body
Video/Judith Division
Video/OER4Schools audio
Video/Priscillah Water Soil
Video/Video from other organisations

3 How to use these

The video pages are set up so that they can just be transcluded! Just copy the video page name as above, and surrount with {{: ... }}, e.g.

{{: Video/Pedpack1-16.m4v }}

to give:


Starter 1

Starter 1

Video/Pedpack1-16.m4v,,This video is available on your memory stick in the video/Pedpack1 folder.About this video. Duration: 02:40 (watch on YouTube, local play / download options / download from dropbox) This resource is part of the DfES resource Pedagogy and practice.(Series: Pedpack1, episode 16)

4 List of all videos

Wiki pageTitleDescriptionDurationSeriesEpisodeProject
Video/11 Brian 4 renewables 11 10 2011 Clip 1.m4vBrian renewablesStudents are seated in a horseshoe arrangement, categorising materials as renewable/non renewable.4.03Video/Brian renewables01OER4Schools
Video/12 13 Abel 2 4 rectangles 1-desktop.m4vFixed area vs a changing perimeterAbel demonstrates the concept of a fixed area vs a changing perimeter.7:9Video/Abel rectangles07OER4Schools
Video/12 13 Abel 2 4 rectangles 2-desktop.m4vStudent shares results of GeoGebra investigationAbel elicits feedback from students about results of GeoGebra investigation on area and perimeter.0:56Video/Abel rectangles08OER4Schools
Video/12 13 Abel 2 4 rectangles 3-desktop.m4vHave students changed their mind? Students vote.Students reassess ideas about relationship between between perimeter and area following an investigation.3:26Video/Abel rectangles09OER4Schools
Video/12 13 Abel 2 4 rectangles 5-desktop.m4vGroup discussion on the formula for finding area of rectangleAbel questions a group on the formula for area and how to relate it to a rectangle drawn on the netbook.2:24Video/Abel rectangles15OER4Schools
Video/19 Eness 3 vertebrates 10.mp4Is a boy a mammal?Eness leads a discussion on 'Is a boy a mammal?'3:51Video/Eness Vertebrates10OER4Schools
Video/19 Eness 3 vertebrates 11.mp4Fish or mammal?Class explores the question 'Is a whale a fish or a mammal?'4:31Video/Eness Vertebrates11OER4Schools
Video/ASKAIDS Sexual knowledge.m4vPupils' perception of HIV/AIDS educationPupils' perception of the HIV/AIDS related education they receive02:07Video/ASKAIDS media01ASKAIDS
Video/ASKAIDS facilitating class discussion.movThe importance of facilitating class discussionThe importance of facilitating class discussion04:26Video/ASKAIDS media03
Video/ASKAIDS role play work.movThe importance of role playThe importance of role play for active and engaging learning02:38Video/ASKAIDS media02ASKAIDS
Video/Abel Clip 1.m4vInterview with Abel on GeoGebraIn this interview Abel describes the use of GeoGebra for investigating area and perimeter.0:55Video/Abel rectangles11OER4Schools
Video/Abel Clip 2.m4vWhole class discussion on the meaning of areaAbel questions students on their knowledge and understanding of the concept of area.3:08Video/Abel rectangles02OER4Schools
Video/Abel Clip 3.m4vAbel demonstrates that a circle has perimeterAbel helps students to visualise the concept of perimeter of a circle and uses a cylinder to demonstrate how to calculate it.2:23Video/Abel rectangles03OER4Schools
Video/Abel Clip 4.m4vInstructions for the interactive taskAbel starts with whole class dialogue, giving instructions for starting the investigation. (1:16) Abel then works with one of the groups, clarifying the concepts of area and perimeter, as well as how to work with these in Geogebra. The group is still stuck, and (3:30) Abel solicits helps from other students to help this group, asking them to explain details of Geogebra (relating to perimeter and area). (4:11) Students explore Geogebra through peer learning.4:32Video/Abel rectangles04OER4Schools
Video/Abel Clip 5.m4vStudents presenting work on area and perimeterStudents present outcome of findings of GeoGebra investigation on rectangles with the same area but different perimeters.1:21Video/Abel rectangles09OER4Schools
Video/Abel Clip 6.m4vInterview on interactivityAbel speaks about the benefits of using interactive teaching in the classroom.1:11Video/Abel rectangles12OER4Schools
Video/Africa Colloquium March 2014Africa ColloquiumIntroduction to the OER4Schools Programme12:49Video/Talks06
Video/Aggie Fitness A02.m4vAggie explains activity to measure lung capacityLesson exploring minimum and maximum lung capacity1:59Video/Aggie Fitness02OER4Schools
Video/Aggie Fitness A03.m4vClass discussion on methods available for measuring lung capacityAggie and her class discuss types and units of measurements3:01Video/Aggie Fitness03OER4Schools
Video/Aggie Fitness A04.m4vGroup work on estimating lung capacityAggie asks groups to make predictions for various quantities related to fitness e.g. lung capacity.2:04Video/Aggie Fitness04OER4Schools
Video/Aggie Fitness A05.m4vObservation of small group discussions on lung capacityAggie observes small group work, clarifies task and makes suggestions0:58Video/Aggie Fitness05OER4Schools
Video/Aggie Fitness A06.m4vObservation of small group completing lung capacity worksheet togetherSmall group working together to discuss and complete lung capacity worksheet4:35Video/Aggie Fitness06OER4Schools
Video/Aggie Fitness A07.m4vSmall group discusses how to measure lung capacity displacementSmall group working together to guess lung capacity displacement1:48Video/Aggie Fitness07OER4Schools
Video/Aggie Fitness A08.m4vGroup revises original estimates of lung capacitySmall group decides to adjust their guesses on lung capacity0:51Video/Aggie Fitness08OER4Schools
Video/Aggie Fitness A09.m4vSmall group discusses how many millilitres are in a litreSmall group discussion on how many millilitres make up a litre2:36Video/Aggie Fitness09OER4Schools
Video/Aggie Fitness A10.m4vAggie reminds small group that everyone should contributeAggie checks on this small group's progress and reminds them that everyone should contribute to the task of predicting chest circumference: Not only one person should be writing/talking, but they should take it in turns so that everyone gets a chance to write/be listened to.1:36Video/Aggie Fitness10OER4Schools
Video/Aggie lung capacity.m4vAggie and class explore lung capacity with a hands-on demonstration using a water bottleAggie and her class explore lung capacity and how it varies with height/sex/pulse rate/chest circumference.1:47Video/Aggie Fitness01OER4Schools
Video/Agness Air A01.m4vAgness asks students to form groups to discuss topicAgness Air A012:15Video/Agness Air01OER4Schools
Video/Agness Air A02.m4vAgness asks students to discuss why trees shakeWhy do trees shake?1:34Video/Agness Air02OER4Schools
Video/Agness Air A03.m4vAgness invites all groups to participate in discussionEach group gives their answers to question 'why do trees shake?'1:05Video/Agness Air03OER4Schools
Video/Agness Air A04.m4vAgness explains that discussion on air will be activity-basedUsing activities, students will explore what air is.1:32Video/Agness Air04OER4Schools
Video/Agness Air A05.m4vAgness Air A05Agness Air A051:16Video/Agness Air05OER4Schools
Video/Agness Air A06.m4vAgness Air A06Agness Air A068:15Video/Agness Air06OER4Schools
Video/Agness Air A07.m4vAgness Air A07Agness Air A073:28Video/Agness Air07OER4Schools
Video/Agness Air A08.m4vAgness Air A08Agness Air A083:13Video/Agness Air08OER4Schools
Video/Agness Air A09.m4vAgness Air A09Agness Air A0910:14Video/Agness Air09OER4Schools
Video/Agness Air A10.m4vAgness Air A10Agness Air A104:11Video/Agness Air10OER4Schools
Video/Agness Air A11.m4vAgness Air A11Agness Air A112:50Video/Agness Air11OER4Schools
Video/Agness Air A12.m4vAgness Air A12Agness Air A120:52Video/Agness Air12OER4Schools
Video/Agness Air A13.m4vAgness Air A13Agness Air A130:50Video/Agness Air13OER4Schools
Video/Agness Tembo at eLA 2010 Zambia.mp4Agness Tembo speaking at eLearning Africa 2010 in Lusaka, ZambiaAgness Tembo speaking at eLearning Africa 2010 in Lusaka, ZambiaVideo/Talks02OER4Schools
Video/Art of Problem Solving Classifying Quadrilaterals.mp4The Art of Problem SolvingThe Art of Problem Solving: Classifying Quadrilaterals9:44Video/Video from other organisationsN/AOER4Schools
Video/Audio clip from interview with Eness about grouping slow and fast learnersAudio clip from interview with Eness about grouping slow and fast learnersAudio clip from interview with Eness about grouping slow and fast learners1:26Video/OER4Schools audioN/AOER4Schools
Video/Brian Clip 1.m4vInstructions for the interactive task: calculating the paint needed (Brian)In this video the students are working out how much paint they need.3:13Video/Brian paint01OER4Schools
Video/Brian Clip 2.m4vStudents are measuring the height of a building (Brian)Students are using meter rules to estimate the height of their school building.2:12Video/Brian paint02OER4Schools
Video/Brian Clip 3.m4vInstructions for the interactive task: calculating the paint needed (Brian)Students are using an application on the tablet to help improve strategic thinking.0:30Video/Brian paint03OER4Schools
Video/Brian UnBlock MeStudents play UnBlock MeStudents play UnBlock MeVideo/Brian Tablet01OER4Schools
Video/Eness vertebrates 1.mp4A brainstorm naming animalsA brainstorm naming animals. Start of lesson: brainstorm with unique contributions, time to think first, no hands up technique.2:43Video/Eness Vertebrates01OER4Schools
Video/Eness vertebrates 12.mp4Whole class discussionWhole class discussion of ‘Is a bat a bird?' Teacher sets unresolved problem as homework4:19Video/Eness Vertebrates12OER4Schools
Video/Eness vertebrates 2.mp4Students hand out blackboardsStudents hand out blackboards themselves (active)1:40Video/Eness Vertebrates02OER4Schools
Video/Eness vertebrates 3.mp4Instructions to set up the taskInstructions to set up the task and initiate group work. Group enjoying themselves.1:17Eness Vertebrates03OER4Schools
Video/Eness vertebrates 4.mp4Teacher repeats and clarifiesTeacher repeats and clarifies instructions; she illustrates them with nonsense classifications so students do not copy hers2:43Video/Eness Vertebrates04OER4Schools
Video/Eness vertebrates 5.mp4Teacher gives detailed helpTeacher gives detailed help to group: shows ICT use. ("I've never seen a Zebra.")4:04Eness Vertebrates05OER4Schools
Video/Eness vertebrates 6.mp4Mini-blackboards group workGroupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group3:43Video/Eness Vertebrates06OER4Schools
Video/Eness vertebrates 7.mp4Teacher interactionTeacher interacts with group3:46Video/Eness Vertebrates07OER4Schools
Video/Eness vertebrates 8.mp4Group presentationGroup presentation: teacher detects error and asks for input from children to verify (rather than ‘telling’); she corrects error with input from class.7:03Video/Eness Vertebrates08OER4Schools
Video/Eness vertebrates 9.mp4Are people animals?The children are discussing whether people are animals too. The children initially say that people aren't animals. Through questioning the teacher clarifies the children's understanding of animal and mammal, and the children realise that women are mammals.2:46Video/Eness Vertebrates09OER4Schools
Video/Formative Assessment in Schools.mp4Shirley Clarke video on feedback0:00 - 0.56 (introduction to AfL), 4.38 - end (example of 10-year-olds doing peer assessment) In this video, Shirley Clarke explains the concept of ‘Assessment for Learning’ and its elements in brief. Some elements can also be seen in action.8:19Video/Video from other organisationsN/AOER4Schools
Video/Geogebra-group-interaction.m4vGeogebra group workA group of students jointly progress on their task to investigate the relationship between area and perimeter of rectangles.2:03Video/Abel rectangles06OER4Schools
Video/Ghana Leadership for Learning - The Context.mp4Ghana Leadership for LearningGhana Leadership for Learning - The Context06:58Video/Video from other organisationsN/AOER4Schools
Video/Global Poverty and ICTs 2010.mp4Introducing digital Open Educational Resources into Zambian schoolsIntroducing digital Open Educational Resources into Zambian schools through school-based professional development. This is a presentation made by Sara Hennessy of the Centre for Commonwealth Education (CCE), University of Cambridge, at the "Global Poverty and ICTs" event 26 October 2010, organised the Humanitarian Centre. It reports the findings of Phase 1 of the OER4Schools project assessing the feasibility of using Open Educational Resources (OER) in ICT-equipped primary schools in Zambia, and of using interactive teaching methods to supporting active, collaborative learning.4:21Video/Talks01OER4Schools
Video/Group work on division by twoGroup work on division by two (instructions by teacher given to the group)Group work on division by two (instructions by teacher given to the group)Video/Eness Division by two01OER4Schools
Video/How to Involve Students in Setting Up Their Own Ground Rules.mp4Involving students in setting ground rulesHow to Involve Students in Setting Up Their Own Ground Rules4:08Video/Video from other organisationsN/AOER4Schools
Video/How to make your own bookCreating a customised book on WikipediaHow to create a customised book on Wikipedia4:14Video/Video from other organisationsN/AORBIT
Video/How to scan and skim sources on the Internet.mp4Skimming and scanning the internetYoutube clip on skimming and scanning the internet.01:34Video/Video from other organisationsN/AOER4Schools
Video/How to use Google Earth in the classroom.mp4Google Earth in the classroomHow to use Google Earth in the classroom01:12Video/Video from other organisationsN/AOER4Schools
Video/Inquiry-Based Learning for curriculum and instruction class.mp4Inquiry-Based LearningInquiry-Based Learning for curriculum and instruction class03:25Video/Video from other organisationsN/AOER4Schools
Video/Introduction to Chalimbana Basic School.m4vIntroduction to Chalimbana Basic SchoolIntroduction to Chalimbana Basic School1:57Video/Talks03
Video/Judith body A01.m4vWhole class brainstorm on what makes us healthyPupils share ideas on what we need to do to keep ourselves healthy and teacher records them on the board.11:43Video/Judith Body01OER4Schools
Video/Judith body A02.m4vPreparing for an investigation into body mass index (BMI)Pupils distribute materials (chalk boards/chalk/dusters/tape measures/worksheets) and are given instructions on how to measure their BMI.7:37Video/Judith Body02OER4Schools
Video/Judith body A03.m4vJudith demonstrating how to measure height and weightPupils observe the correct way to collect the data they will need (height/weight) for their investigation into BMI.1:20Video/Judith Body03OER4Schools
Video/Judith body A04.m4vHow to use height and weight data to calculate BMIJudith reiterates the importance of accurate data collection and shows pupils, on the board, how to calculate their BMI. Pupils stick measuring tapes to the wall in preparation for measuring their height.14:01Video/Judith Body04OER4Schools
Video/Judith body A05.m4vPupils demonstrating to the rest of the classJudith encourages a pair of pupils to demonstrate how they measured their heights using a paper tape measure stuck to the wall.0:57Video/Judith Body05OER4Schools
Video/Judith body A06.m4vCollecting accurate dataJudith shows pupils again how to measure their height accurately, emphasising the importance of using the correct method and paying attention to detail. Using a straight tape measure that starts at the floor (at zero), Marsha measures 1.45m.1:04Video/Judith Body06OER4Schools
Video/Judith body A07.m4vChecking for anomalous resultsJudith draws the pupils' attention to differing height measurements for the same pupil. Using this tape measure, Marsha measures 1.29m.0:51Video/Judith Body07OER4Schools
Video/Judith body A08.m4vCollecting data for the BMI enquiryJudith guides pupils to help each other to discover the source of an error when measuring height.1:44Video/Judith Body08OER4Schools
Video/Judith body A09.m4vProcessing height and weigh data to calculate BMIPupils work in groups, helping each other to process their measurements correctly and recording each other's BMI. BMI is calculated by dividing the mass (kg) by the height (m) squared.6:21Video/Judith Body09OER4Schools
Video/Judith body A10.m4vGathering BMI data to input using netbooksJudith selects a few group leaders to input class data using netbooks. The limited number of netbooks means that fewer pupils get the opportunity to participate in this part of the task.1:48Video/Judith Body10OER4Schools
Video/Judith body A11.m4vPupils working out their BMIsIn groups, pupils calculate their BMIs and record the data using netbooks.0:53Video/Judith Body11OER4Schools
Video/Judith body A12.m4vMeasuring pulse rate at restJudith gives instructions on how to measure pulse rate by counting how many beats in 15 seconds and multiplying by four (this will give the number of beats per minute, it is not the case that the heart beats four times per second as reported).1:45Video/Judith Body12OER4Schools
Video/Judith body A13.m4vMeasuring pulse rate at rest (with correct explanation)Judith explains how to measure pulse rate by counting the number of beats per 15 seconds and then multiplying by four to get the number of beats per minutes. She also encourages pupils to repeat their measurements and to find the average rate.1:29Video/Judith Body13OER4Schools
Video/Judith body A14.m4vMeasuring pulse rate when lying down and standingGroup leaders have been given the job of coordinating timing for measuring the number of beats per 15 seconds. Pupils go on to measure their pulse rate when standing after measuring it when lying down.1:31Video/Judith Body14OER4Schools
Video/Judith body A15.m4vMeasuring pulse rate after exercisePupils are preparing to sprint and will measure their pulse rates just afterwards. Judith issues instructions, reminding the group leaders of the importance of getting the timing right.0:46Video/Judith Body15OER4Schools
Video/Judith body A16.m4vPupils sprinting before measuring their pulse ratePupils race towards group leaders who will time them immediately after the race as they measure their pulse rates.0:32Video/Judith Body16OER4Schools
Video/Judith body A17.m4vUsing your fingers to measure pulse rate0:15Video/Judith Body17OER4Schools
Video/Judith body A18.m4vCounting for 15 seconds to measure pulse ratePupil measure their pulse rate by counting how many beats in 15 seconds. They will multiply by four to get the number of beats per minute.0:39Video/Judith Body18OER4Schools
Video/Judith body A19.m4vProcessing the pulse rate dataJudith demonstrates how to complete the results chart. She shows pupils on the board how to calculate the average of two pulse rate measurements.3:07Video/Judith Body19OER4Schools
Video/Judith body A20.m4vUsing calculators in groups to process pulse rate dataPupils work together in groups to calculate the averages for their data and complete their worksheets. Some use chalk boards to do the calculations whilst others use calculators (with varying degrees of confidence).1:47Video/Judith Body20OER4Schools
Video/Judith body A21.m4vDiscussing findings of the pulse rate experimentJudith instructs the pupils to discuss in groups, the differences in their pulse rate averages, and some groups make a tentative start. Whilst walking around the class she discovers that some pupils haven't finished processing their results.5:03Video/Judith Body21OER4Schools
Video/Judith body A22.m4vGroup of pupils discussing their pulse rate resultsThese pupils are discussing their findings in their local language.1:48Video/Judith Body22OER4Schools
Video/Judith body A23.m4vGroup of pupils processing the results of their pulse rate experimentTwo pupils are using a calculator to help them process their data and discussing their results in their local language. The other half of the group are waiting for the calculator.2:59Video/Judith Body23OER4Schools
Video/Judith body A24.m4vPupils discussing results of pulse rate experimentOne pupil leads the discussion in English (with hand gestures) and the others listen intently, trying to keep up and asking for clarification in their own language.2:48Video/Judith Body24OER4Schools
Video/Judith body A25.m4vPupil explaining results of pulse rate experiment to groupA pupil uses local language and hand gestures to try to help his classmates understand what their results mean.1:42Video/Judith Body25OER4Schools
Video/Judith body A26.m4vA balanced group discussion in local language on the results of the pulse rate experimentJudith asks this group of pupils some pertinent questions in English (reiterating them in Local language) to guide their thinking as they analyse the results of their experiment. All members of the group offer their ideas during a discussion which takes place in local language.3:24Video/Judith Body26OER4Schools
Video/Judith body A27.m4vBMI and pulse rate lesson plenary and homeworkJudith recaps on what the pupils have been finding out through their various activities related to 'the body'. She sets homework for the following day and tells pupils that they will be continuing with the same topic tomorrow.3:39Video/Judith Body27OER4Schools
Video/Judith division demo and scoring.m4vDivision demonstration and scoringJudith's lesson: Division demo and scoringVideo/Judith DivisionN/AOER4Schools
Video/Judith division group talk.m4vGroup discussion on divisionJudith's lesson: Group talk on divisionVideo/Judith DivisionN/AOER4Schools
Video/Judith division scoring short.m4vDivision scoringJudith's lesson: Division scoring (short clip)0:37Video/Judith DivisionN/AOER4Schools
Video/Judith.m4vHand washing enquiryPupils investigate different methods of hand washing to identity which is the most efficient.3:51Video/Judith Body28OER4Schools
Video/LB Lesson 3 can we understand clip.m4vLB Can we understand clipLB Lesson 3 can we understand clipVideo/Video from other organisationsN/AOER4Schools
... further results