Next Vista for Education – What can video do for your students?

Usually the conversation about “videos for instruction” get relegated to the tired conversation about whether or not students learn best from a video or their live teacher #flipclass.

This isn’t what I’m talking about. I’m talking about students producing the videos… starring in the videos… scripting the videos.

Stuff like this:

How the Unit Circle REALLY works:

How-to Complete the square:


Now as you watch those, it’s fair to ask the question, “yeah but the students are simply going to watch an instructional video for a single skill, right?” And from a student learning perspective from the side of the CONSUMER, that’s likely true. And when you go to Next Vista’s website, you’ll see that it’s fairly simple to find videos, but it’s also that there’s lots of opportunities to submit videos. That’s where this conversation turns. When you see this from the side of the CREATOR, you get a whole different view.

Rushton Hurley (the founder of Next Vista for Learning) has a line I’ve heard him use a couple of time: “When your students know their classmates and community will see their work, they want it to be good. When they know their teacher will be the only one who sees it, they want it to be good enough.” And I think that platforms like Next Vista can provide the space for students to invest their time and effort into learning math to the level needed to record videos that can help others learn the math that deeply, too.

That’s something we’ve learned as math teachers. When you don’t know what you are talking about, that becomes a problem when you are trying to instruct someone else on that topic. By exploring creative outputs for our math learner, we are operationalizing that same truth. In order to create effectively to support learning, you have to have deep knowledge of the content yourself.

And the prospect of deep math knowledge for our students is enough to get my attention.



Kids love videos… right?

Kids love videos, right? Students enter into this multimedia experience where they… sit and watch. And often do nothing.

I’ve seen a number of big box math curricula that are clearly trying to address their predictable and uninspiring math curricula by offering VIDEOS where some puppet or animated character presents the math.

I’ve had the same reservations about the #FlipClass movement which traditionally makes heavy use of the video as a teaching tool. And I have the same problem with all of them: Very often, the students simply aren’t active participants in the presentation and thus aren’t learning nearly as well as they could be. (Derek Muller discusses this same point here…)

If we want the video to provide any tangible improvement over live presentations, we need to use the video to engage students in ways that live presentations can’t.

That’s where I think tools like EdPuzzle could be powerful. Check out Episode #9 of “Instructional Tech in Under 3 Minutes” up above. I like the potential of EdPuzzle (like I liked Zaption before it.) I agree that videos can be very effective tools. I’ve recommended them on many occasions (See Speedometer Problem, Pencil Sharpener Problem, or Dan Meyer’s Magic Octagon as examples.)

But videos aren’t an absolute good. And tools like EdPuzzle can help take the potential learning of videos and convert it to more kinetic learning.

My Thoughts on #MiFlip15

Today, I attended the MiFlip Conference at Steelcase University in Grand Rapids, MI.

I was going for a variety of reasons. I need people to explain flipped learning to me. I need skeptics to be skeptics. I like to fly-on-the-wall discussions where advocates and skeptics collide. Not because I enjoy confrontation, but because Michigan has some wonderful educators (check out #miched if you want to get a taste) and I figured that this particular collection would be unmasked, open, and willing to both be skeptics and advocates.

I was not disappointed.

First, I want to mention Matt Roberts (@mmcr) from Grand Valley State University who brought this with him as part of his presentation.


This is “The Hype Cycle”, which I recognize from a variety of innovations over my relatively short career in education. I’m certainly not trying to talk down the people who are excitedly sharing their experiences and enthusiasm about flipped learning. It’s just that there’s some things that have always made me hesitant about fully advocating flipped learning and Matt helped me make sense of some of them.

I feel like he did a nice job of expressing why he think flipped learning needs to be looked at holistically. He led an awesome session on the realities of learning in a flipped model and understanding what we are asking these students to do… which is, in some cases, something they’ve never been asked to do before. When we lead students through a flipped learning model, we are asking them to take ownership of their learning in ways that might be new to them. They need to self-regulate. They need to recognize their confusion and use that sense of mental discomfort as a motivation to get that issue resolved with the variety of resources the teacher has made available or that the internet as a whole has to offer. This goes even further when we push blended learning to the next level and start (as was so excellently described by Anne Thorp (@athorp) ) expanding the options to include flexibility in assignment contexts, due dates, and formats. There will be an adjustment period if students have only known educational worlds of note-taking, rigid due dates, and common assignments.

That forces us to help the students become comfortable with the learning process. And many of them will need help. The try-fail-improve-try-again model can be a frustrating one for kids who aren’t really accustomed to failing. Besides that, as Matt brought up in his discussion, things like sleep, nutrition, and exercise play a pretty significant role as well. Regular review, making connections and effective practice have to become things that get built into the curriculum. Flipped learning is more holistic than other instructional models because it so often looks at the hour that the class spends together as merely an important part of a larger learning process.

Many students are raised in education looking at the hour that the class spends together as the whole class. Effectively managing that transition is vital to ensuring that students are experiencing the best that flipped learning has to offer.

The teacher looking to embrace the flipped learning model needs to recognize that they are taking on more than simply restructuring their assignments. They are likely redefining learning to students who may not have entered their class expecting that type of experience.

A few additional notes.

  • Thanks to Dan Spencer (@runfardvs) for giving me a one-on-one tutorial on Camtasia. Totally needed it and it totally worked.
  • I appreciate the energy that Anne Thorp brought to the table. (I’m not the only one that is saying that, either, by the way.) Our paths are going to cross a number of times in the future and I am very excited about that.
  • And, in a much less academic way, I’m thankful to Tara Becker-Utess (@t_becker10) for being willing to drive the carpool from Dimondale, MI (about an hour east of Grand Rapids).