Video has become a major part of not only education, but the workplace. In our State of Video for Education 2019 report, we wanted to delve into how students should acquire these video skills.
Why Do Students Need Video Skills?
Today’s employers increasingly use video both internally (with their employees) and externally (with prospects, clients and partners) at their organizations, for learning, communication, knowledge sharing, and more. Employees are increasingly expected to create, edit, and share their own videos. Meanwhile, in a world where much of our information comes via video and concerns about “fake news” proliferate, good citizens need to know how to think critically about videos.
How to Acquire Video Skills
When asked what role educators should play in preparing students to successfully use video in the workplace, the vast majority thought that it’s part of educators’ jobs to help students gain these skills.
62% of respondents think that educators need to provide the opportunities and tools for students to practice their video skills. This could be done by requiring students to use video as part of their work, such as incorporating videos into discussions or through video assignments.
24% go farther, believing that educators are responsible for actively teaching these skills themselves.
Only 5% think that educators have no responsibility to prepare students for video-related work challenges and that it’s solely the student’s responsibility to acquire these skills.
Just 8% believe the students already know more about this than the educators, which is a reassuring vote of confidence in faculty’s keeping up with technology.
Nearly everyone agrees that video skills will be valuable in the workplace; only 0.48% disagreed
How Educators See Their Responsibilities
Of course, it’s easy for administrators and others to add to the responsibilities of the classroom instructors; what do the instructors themselves think?
Fortunately, when we isolate educators* from all other roles, their opinions line up almost perfectly with the group as a whole. In fact, educators were slightly more likely to think that actively teaching video skills was part of their role (28% vs 24% of the group as a whole). They’re also slightly less likely to believe their students know more than them (6% vs 8%), which is reassuring.
How Expectations for Teaching Skills Vary Across Institution Type
It’s also interesting to compare different types of institutions. For the most part, the farther along a student is in his or her education, the less responsible educators are held for actively teaching skills. 38% of respondents from primary/secondary (K-12) schools believe educators are responsible for actively teaching video skills. By the time students hit graduate school, only 19% believe educators are responsible for teaching these skills.
This is logical enough; primary/secondary teachers are strongly focused on teaching children how to actively build skills, from how to write a sentence to how to do basic math. Adding video skills for the sake of knowing how to use tools makes perfect sense. Students in graduate school, on the other hand, are assumed to have acquired most of the fundamental skills they need and are focused more on proficiency in their particular specialization. (Not enough respondents came from continuing/further education for a statistically significant answer.)
It’s also possible, though, that people working closely with our youngest generation is far more aware than the rest of us of how video natives are embracing the technology, and may be more video-oriented to begin with.
It’s also amusing to note that graduate school respondents are about twice as likely (13%) to view their students as more video-proficient than their educators, when compared to the rest. There is clearly a need for upskilling staff at this level; reverse mentorships are an excellent mechanism to consider.