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Using video for teaching and learning

Norsk versjon: Bruke video til undervisning og læring

This page contains tips and information about using video in education and how you, as an educator, can utilize video as a tool for learning alongside your students.

Online teaching at NTNU

Video is a medium that offers numerous possibilities. However, incorporating video into education doesn't inherently guarantee better learning outcomes. The medium itself does not facilitate learning; it is the way in which video is designed and integrated into the teaching methodology that is crucial.

Different video formats and how to use them

There are many reasons to use video and multiple ways to do so. For simplicity's sake, we can categorize video formats for teaching and learning into two main categories:

  • Real-time video: Live broadcasting/streaming between different locations
  • Designed video: Self-produced video or ordered production

Within these categories, there are further subdivisions, such as streaming from lectures and teaching sessions, one-on-one streaming, conferences, meetings, and two-way streaming between campuses. We can also design videos in various ways, including screen recordings, studio recordings, recordings in classrooms, recordings on personal devices (mobile and tablet) for feedback or short introduction clips on topics, as well as interactive videos with quizzes and assignments. Additionally, there is existing material available for selection.

Utilizing Real-Time Video

Guidance Tool

Although face-to-face interaction has its advantages, it is also possible to conduct guidance sessions through video transmission. You will need: Sufficient audio and video quality and a platform/tool to work on.

There is mainly two tools that we recommend to be used for this purpose:

Video tools provide us with the ability to:

  • Conduct group meetings with multiple participants logged in simultaneously or one-on-one
  • Record guidance sessions using screen recordings, allowing both you and the students to review the content or go through the guidance later
  • Eliminate the need for travel to conduct guidance sessions

Cross-Campus Teaching

NTNU has campuses in various locations in Trondheim, as well as in Gjøvik and Ålesund. This requires us to think innovatively about teaching students who are not confined to a single physical space.

We have multiple rooms equipped for cross-campus teaching.

Rooms for real-time teaching and recording

Using Designed Video

Illustrating Methods and Techniques

Video is well-suited for illustrating or demonstrating how you, as a subject matter expert, solve simple or more complex tasks. You can, for instance:

  • Demonstrate how to solve a mathematical problem or perform calculations
  • Show how to formulate effective problem statements and structure an academic text
  • Illustrate your preparation process before laboratory work
  • Demonstrate how you work with software or programming

For tasks involving text or software, screen recordings can be an effective solution. NTNU has invested in the Panopto tool for this purpose. Panopto allows you to both record and edit on your own computer. On the Panopto teaching recordings page , you will find assistance for setting up and logging in.

Alternative Submission Tool for Students

Students can also use video as a tool when producing academic content. This can take the form of:

  • Video blogs/logs
  • Self-assessment
  • Peer assessment
  • Group work

Students also have the option to create videos in Panopto and perform screen recordings in PowerPoint. Most students today have smartphones or tablets with built-in cameras, making it easy for them to create such recordings whenever and wherever they desire, and upload them to Panopto or directly to Blackboard.

Video Feedback from Instructors

As described by Petter Mathisen, a researcher and associate professor at the University of Agder, in the article "Video Feedback in Higher Education - A Contribution to Improving the Quality of Written Feedback," university students have traditionally received feedback in written form, typically through an electronic learning system (eLS) or email.

Feedback provided through video recordings can be a valuable alternative to large volumes of written feedback.

  • It can streamline extensive work for instructors
  • Simultaneously, it provides students with clear, specific, and easily understandable feedback

The University of Agder has already successfully implemented video as a feedback tool for written assignments in six different subjects. They found that:

  • Instructors and students had positive experiences
  • Instructors saved a considerable amount of time
  • It was perceived as simpler than written feedback
  • Instructors experienced variations in their feedback approaches
  • Students were satisfied with the feedback
  • Video feedback resulted in fewer misunderstandings compared to written feedback

You can view Petter Mathisen's presentation on the experiences from the video feedback project here.

Material for Preparation before a "Flipped Teaching Session"

"Flipping" the classroom doesn't always require video, but if it aligns with your subject, you have several options for effective and purposeful video use.

If you don't have the time or resources to produce your own videos, existing resources are available for use. These must be open for sharing, and you need to identify videos that align with your needs.

Different ways to produce your own video include:

  • Recording your lecture in an auditorium
  • Screen recording on your own computer using PowerPoint, Blackboard Collaborate, or Panopto
  • Using a self-operated studio on campus

Various websites where you can find existing materials:

See the Flipped classroom in teaching wiki for more information on how to implement flipped teaching.

Other Reasons to Use Video in Teaching and Learning

  • Personalization: Creating a more emotionally resonant connection between students and course content. If you're introducing a challenging theorist, let students hear from the theorist directly. Alternatively, if you're dealing with complex theories or content, let students see and hear you articulate these on video.
  • Motivating students: Trials of video feedback in higher education show that students felt more engaged when they could see and hear their lecturer/educator. Learn more about this in the digital feedback wiki.
  • Variety in teaching methods.
  • Repetition for students: Access to learning materials anytime and anywhere, on the device of their choice.
  • Interactive videos with quizzes, surveys, exercises, or assignments.
  • Customized learning: Watch content at one's own pace, rewind, pause, review.
  • Recording for reflection on one's own practice. Useful for teacher education and other practical vocational disciplines.


For assistance with digital learning, reach out to the Section Section for teaching and learning support (SLS) via NTNU Help.