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Make Learning Enjoyable with these Health Lessons for Kids

Explore different ways to teach kids health in the classroom or at home, that will keep them engaged and enthusiastic. Our health lesson plans range in topics designed for preschool kids to elementary and middle school students. We’ve designed these health lessons for kids to be time-efficient yet impactful and memorable. Whether you’re a teacher, other type of educator, parent or guardian, our lessons for kids will make learning enjoyable for both you and your students.

In these lessons, kids will learn fun ways to practice mindfulness and balance, how to eat well, ways to be active, or keep clean and hygienic—and without it feeling like another chore. Choose one of our health lesson plans below for a quick and easy learning activity for your child or children.

• 3-14 Years Old
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• Responsible Decision Making
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Exercise and Your Brain

All fats are not created equal, bad breath: what to do about it, backpack safety: that’s a thing, body composition, brain boost, breakfast power, breathe easy: asthma 101, create your own healthful snack, decreasing screen time, drive your bike keys to safe and healthy cycling, eye protection, fast food alert, food allergy awareness, gardening – growing goodness, get out and enjoy nature, get the facts: know your food label, gratefuls and grumbles: helping kids develop an attitude of gratitude, gratitude: overlooked blessings, grocery store virtual tour, guided imagery for younger children, guided imagery: create the state you want, hand-washing: a weapon against germs, healthy heart, how hungry am i, hungry for breakfast, it’s all in the breathing, it’s mealtime relax and enjoy, know what matters to you, learning mindfulness through movement, let’s talk maximizing the benefits of family mealtime, learning to calm fear, listen hear all about the ear, living a healthy life, love your lunch, marketing mania, mental remix, milk matters, more milk, please, smile bright tooth care, the power of meditation, wash hands for health, move it the importance of daily exercise for kids, myplate and yours too, noticing walk and reflection, oversweetened: the truth about sugary drinks, pedometer fitness fun, picky eating, portion distortion, power-up with snacks, quench your thirst the importance of water, safe and fun, in the sun, safe food is good food, self-esteem and body image activities for kids, skin: caring for the largest organ, smart snacking, splash why is it important to bathe, sports drinks and energy drinks, how to stay safe during physical activity, stress busters, stress no body needs it, stretch for your best, super sleep, the concussion conundrum, the dish on gluten, tobacco and e-cigarettes, vegetarian basics, water: making living things grow, what we can do to stress less, having a positive mindset, what’s my portion size.

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Teaching Health Education Through the Development of Student Centered Video Assignment

Associated data.

The purpose of this study was to explore the ways in which a student centered video assignment enhanced student learning about developing and teaching a health education plan designed to address a complex public health problem. The objectives of the assignment included (1) to explore a complex public health problem, (2) practice developing a corresponding health education plan, and (3) develop and fully execute a multimedia video to deliver high impact health education and or promotion to a diverse audience. The assignment referred to as the student centered video assignment was developed and piloted at Grand Valley State University and included students participating in a 200 level undergraduate introductory public health course. Students working in groups of 3, worked through the project in multiple phases with corresponding elements: problem identification, problem solving, plan development and the creation of the video, which included four primary elements: Dig Deeper, Think, Discuss, and Watch. Upon completion of the video, students were asked to voluntarily complete a 10-question survey about the benefits of learning through a video creation assignment. A total of 15 students completed the survey with the majority either strongly agreeing or agreeing that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types. Additionally, students reported that the project was beneficial in learning the concepts and competencies associated with public health education. Finally, students indicated that the creation of videos as a means to explore and apply course concepts was favored as an assignment format in future coursework. Instructor assessment of learning outcomes occurred through ongoing grading of and feedback on the project elements. The findings reveal that students enjoyed the opportunity to engage in real world problem solving, gained insight, perspective and scope through group discussion and collaboration, and felt that they learned new skills in created the video.

Background and Rationale: Multimedia Technology and Higher Education Pedagogy in Public Health and Health Science

Changes in technology are rapidly changing our culture ( 1 ). New teaching and learning formats that rely on digital and web-based technologies have greatly influenced how instructors teach as well as how students learn ( 2 ). Resnick ( 3 ) of Massachusetts Institute of Technology's Media Laboratory (MIT Media Lab) describes our society as rapidly transforming into a creative society, one in which the skilled and expert workers of the past century are replaced by creative workers adept at problem-solving. Such a trend suggests the importance of creativity in student learning and emphasizes that problem solving is not only a critical skill, but also one that can be facilitated through technological tools. Technology can enhance effective learning in many ways ( 4 – 6 ), such as providing greater depth of functionality, feedback, interactivity and simulation ( 2 ). A bank of empirical research demonstrates that blogging, video blogging (vlogging) and podcasting, when used as a part of classroom instruction, can enhance student performance, foster reflection, creativity, and knowledge construction ( 7 , 8 ). Likewise, students can be instructed to create their own multimedia work as part of a learning activity or assignment. The work of Fredenberg ( 9 ) and Armstrong et al. ( 10 ) provide examples of how students can create podcasts, rather than listening to them as an instructional tool. Fredenberg ( 9 ) reported that students are more engaged and felt more confident in their skills and abilities after mastering a podcast assignment. Armstrong et al. ( 10 ) required student-created podcasts (students could elect audio vs. video) as a means to learn objective driven business communication. Having students produce their own podcasts provided a novel way for students to disseminate information while also developing communication and literacy skills through teamwork, organization, time management, technical literacy, and overall planning ( 10 ).

The core competencies for public health professionals and other health care providers rest heavily on communication skills, literacy, creativity, problem solving, and the appropriate use of technology. Having students explore, create, and disseminate through video and other multi- media formats, such as podcasts and vlogging, may offer a novel and effective tool for enhancing these skills. Despite the growing body of research and popularity of multimedia in higher education, health education, and society, little scholarship has addressed the use of student created video and the pedagogical benefits specifically for health science students. This paper seeks to offer a starting point for exploring how student created videos can enhance health science and public health education.

Pedagogical Framework and Principles: Student Created Videos in Problem Based Learning

Students engaged in health profession education encounter numerous “wicked problems” that require teaching and learning strategies that allow for flexibility, trial and error, and engagement beyond text book and lecture based learning. The student centered video assignment was developed, in part, as a strategy to facilitate this type of learning in undergraduate courses with a public health focus, such as Introduction to Public Health. The course was taught by a faculty member from the Grand Valley State University, College of Health Professions, Master's of Public Health (MPH) Program (MPH). The student centered video assignment was developed jointly by the authors, each having over 10 years of teaching experience in the health professions. The course is offered each semester in multiple sections and has been taught multiple times by each of the authors. The class utilized a traditional in seat format while using inquiry based learning as the pedagogical approach. This approach challenges students to learn through directed questions, problems, and challenges that students work to address. Additionally, the courses incorporated Problem Based Learning (PBL) which is known as a teaching and learning approach that facilitates cultivation of knowledge, critical thinking, assessment and evaluation in solving complex, real world problems. Students engaged in PBL set to exploring and solving problems in small groups with the objective of promoting “constructive, self-directed, collaborative and contextual activity” ( 11 ). PBL research in nursing and clinical education showed improvement in critical thinking and critical reasoning ( 12 ), while research on the process of PBL reflects gains in collective and collaborative knowledge building ( 13 ).

Principles and Competencies in Health Education and Promotion

The Council on Education for Public Health (CEPH) is the accrediting body for all schools and programs of public health in the United States. They have identified 22 primary core competencies for public health students and professionals. Of the 22 competencies identified by CEPH, 6 were used in the organization of the two courses in which the student centered video assignment was implemented ( Table 1 ). The competencies selected align with the course objectives and public health program concepts. Execution of the student centered video assignment provides ample opportunity for students to practice and build competency in these areas. For example, competency 16, 21, and 22 is addressed through group collaboration and working with a complex public health issue. Competency 18, 19, and 20 is achieved through the creative development of the video, in which a public health message and health promotion tool are developed for a target population ( Table 1 ).

CEPH competencies used in course and assignment development.

Achieving competency requires meaningful student learning and mastery of skills related to analysis, assessment, planning, communication, management, and systems thinking ( 14 ). Video creation using a problem based learning approach allows for students to practice these skills through engaging with a real world problem in small groups and to explore and practice mastering a new technology.

Learning Environment

Grand Valley State University is a midsize, teaching intensive University located in the Midwest. The College of Health Professions houses 17 undergraduate and graduate health profession programs. The Department of Public Health offers a Master's Degree in Public Health (MPH) and includes several introductory undergraduate courses. The student centered video assignment was created by the authors who are faculty from the MPH program who teach undergraduate and graduate public health courses. The goal was to create a novel course learning activity that facilitated innovative and collaborative development of course work that is student centered, linked to real world public health issues, problem focused and outside of traditional course projects, such as research papers and or presentations. This assignment was developed and piloted in a 200-level undergraduate introductory public health course Students are generally traditional undergraduate college students at the sophomore or junior level interested in exploring a health related degree and or career. The undergraduate public health courses provide a valuable opportunity for undergraduate students to gain awareness and knowledge of the public health profession and the MPH degree. The students in the course that utilized the student centered video assignment are representative of the larger undergraduate student body. Further, students enrolled in the course as well as the students that completed the course evaluation and assignment evaluation reflect a general health professions student body that is disproportionately female.

Video Creation Assignment

The video creation assignment was developed and piloted in the 15 weeks fall semester of 2017. The overall purpose of the assignment was to provide students with a robust, collaborative, innovative, learning opportunity in which a complex public health problem are identified, explored, and responded to through the creation of a culturally appropriate health education video. The assignment was completed in four phases over a 12 weeks period, with each phase having an associated learning element. The phases and elements for the assignment are informed through the PBL pedagogical approach of the course as well as the CEPH competencies listed in Table 1 . The following sections describe the objectives and course work associated with each phase and for phase 4, each element of the student centered video assignment.

The objective of phase 1 is to introduce and facilitate student exploration of real world public health problems. In order to achieve this objective students are randomly assigned to groups of 3–4 depending on the number of students in the course. Over a 3–4 weeks period of time, students are given access to course materials through the University learning platform which include scholarly research articles, journalistic documentaries, and web resources that reflect ongoing and emergent public health problems that are salient to health promotion and or health education. For example, students review topics like vaccine preventable infections and outbreaks, drug use during pregnancy, harm reduction measures among homeless and drug addicted youth, vaping, and sleep hygiene among college students. Students explored the problems together in class and through consensus, elected a problem of interest that is explored and analyzed in Phase 2.

A second learning activity in Phase 1 is the introduction of and experimentation with video creation technology. Students viewed professionally developed TED-Ed video talks, which served as an exemplar and model for the structure of the student created video. Students were asked to watch health related Ted-Ed talks and to reflect upon the message, format, effectiveness, and efficiency of the message.

Class time during weeks 4–6 is used to discuss and describe how to explore, evaluate, and assess root causes and systems level factors related to the selected public health problem. The objective of Phase 2 is to use principles of descriptive Epidemiology, such as time, place and person, to explore the natural history, context, and scope of the selected public health problem. In this phase, the first element, “Dig Deeper,” is introduced.

The public health problem identified in Phase 1 becomes the focus of the Dig Deeper Element introduced in Phase 2. Students are asked to dig deeper into their problem by searching for and evaluating relevant and credible literature and web resources. Students were provided with a website evaluation tool, the CRAAP, to assist in reviewing web information ( 15 ). Each group member composed a single paragraph between 250 and 500 words that included a minimum of three credible references and summarized their search and evaluation. Group members then worked collaboratively to combine the paragraphs into a concise health education or health promotion message relevant to their public health problem. As an introductory undergraduate course, gaining scope and depth of resources accessed and utilized was not the intention. Rather, the dig deeper element was considered a skill building opportunity for group collaboration and health information seeking, assessing and summarizing. Basic instructions for the Dig Deeper Element are provided in Appendix A .

The development of a video health education or health promotion plan is the objective of Phase 3. The plan becomes the framework for the actual video that the students produce in Phase 4. The basic format of the plan is aligned with the TED-Ed lesson creation guide and consists of a short informative message derived from the Dig Deeper element, thinking questions related to the message, a learn more section and a discussion section ( 16 ). The first step of Phase 3 is to complete the “Think Element,” in which students were required to create a series of multiple choice and true or false questions, which addressed the content from the Dig Deeper Element. The questions check for understanding of the content presented in the Dig Deeper element. Students were encouraged to develop thought-provoking questions at a Bloom's level of Analysis or higher. Basic instructions for the Think Element are provided in Appendix B .

The second step of Phase 3 is the Discuss element. The Discuss element required each student within the group to compose a thoughtful discussion question pertaining to the information provided in the Dig Deeper element and complimentary to the Think element. The purpose of the Discuss element is to provide an opportunity for viewers of the video to discuss and further explore the topic of the video. Students were encouraged to review Guidelines for Developing Juicy Discussion Questions ( 17 ). Groups were also encouraged to create a Google Doc so that each student could peer review and edit the discussion questions. Students were limited to 750-character limit. Basic instructions for the Think Element are provided in Appendix C .

In phase 4, student groups developed and executed TED-Ed like educational videos using the Watch element. Student groups were required to create an original video incorporating the Dig Deeper, Think, and Discuss elements they had completed in phases 1–3. Groups applied their topic research, questions, and discussion content to a storyboard template provided by the instructor. The instructor provided students with access to PowToons for Education as the medium or technology used for creating the actual video. PowToons offers a free educational subscription to web-based animation software designed to create animated videos ( 18 ). The videos were ~5 min long and were presented in class on the last day Basic instructions for Phase 4 or the Watch Element are provided in Appendix D .

Setting and Participants

The setting for the student centered video assignment was an in seat undergraduate introduction to public health course with 48 students. Two of the 48 students were male and 46 were female. All students in the course completed the assignment as part of the course work.

Student feedback and learning related to the student centered video assignment was gathered through an evaluation. As the assignment was part of the course, informed consent for participating in the assignment was not needed nor obtained. Informed consent was obtained for the evaluation of the assignment that took place following the viewing of the videos in the last class meeting. The Grand Valley State University Institutional Review Board (IRB) approved the evaluation and deemed the study exempt. The evaluation of student perception of the student-centered video assignment included 10 Likert scaled questions (rating questions 1–7, 1 strongly disagree-−7 strongly agree.) Forty-eight students were emailed the survey following the last day of class. Fifteen students completed the survey for a 31% return rate.

Of the 15 students who completed the survey the majority either strongly agreed or agreed that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types, such as traditional course research papers and or oral paper or poster presentations. Likewise, students would prefer the video assignment over other types of assignments in future classes. Additionally, students reported that the project helped them to apply and develop understanding of the concepts and CEPH competencies associated with introductory public health education. A total of 86% of the students indicated that the student-created video lesson enhanced their learning of public health content. Additionally, 73% of the students thought that creating videos to address a public health issue was a useful experience. Seventy-three percent also indicated that the student-centered video assignment was an important exercise in helping them better understand critical public health issues. Table 2 and reflect the survey questions and student response regarding the student centered video assignment.

Student responses to the TED-Ed student-centered video assignment.

It is not clear whether the video format or the PBL learning approach associated with the assignment influenced student preferences and responses. However, this initial evaluation along with instructor evaluation of the assignment elements completed by the groups, suggests that students enjoyed the opportunity to engage in real world problem solving, gained insight, perspective and scope through group discussion and collaboration, and felt that they learned new skills in created the video.

Overall, this project received strong and positive evaluations from students that serve as a starting point for further development, use and evaluation of similar video creation assignments. A primary strength of this assignment and preliminary evaluation is that it offers credibility and feasibility of student-created videos as a learning tool in higher education. In addition to offering a fun, innovative and novel skill set in the way of video creation, the assignment may offer valuable means for students to develop skills in problem solving and collaboration. Such skills are necessary in the modern workplace where sophistication and complexity of problems is evolving and changing. Furthermore, the video assignment was perceived to be useful in addressing key competencies related to public health and health education which are also becoming more ambiguous and complex. Limitations to the study include the moderately sized sample of students as well as the limited number of students who completed the survey. Furthermore, the generalizability of these findings is limited by the fact that this research was conducted within a single university and a single course.

This assignment serves as an example of an innovative and complex assignment with implications and consequences related to learning but also to achieving high impact learning at the undergraduate level. In other words, undergraduates undertaking this assignment are forced to confront uncomfortable and often controversial public health issues that have no clear good or bad, right or wrong answers. Success is not dependent upon memorization of course concepts but on a students ability and willingness to identify and confront their own learning styles, expectations, and collegiality in working with the instructor, class mates, group members and tangentially, the population of people their video is meant to address.

Recommendations for Educators

The experience of the assignment from the perspective of the instructor offers guidance and caution for other educators willing or curious to take on such an assignment. First, explicit instructions along with a rationale should be given to students at the outset of the semester or work period. The basic components of a student groups, a real life problem related to the course topic and or discipline and a strategy for the development of video contents and video creation are all that are needed to develop a similar assignment. However, it should be noted that students in the course conveyed concern over the timeline, uncertainty in understanding assignment expectations, and in some cases, wanted to jump ahead in creating a video without utilizing the phases and elements. Providing a detailed map of the project ahead of time may ease student concern and better facilitate dedicated in class work time. In this regard, instructors should be willing and able to dedicate a significant portion of in seat class time (45–60 min per element) to group work in completing the elements of assignment. Other aspects of the assignment, such as accessing and viewing TED-Ed lessons and public health resources can be facilitated through an online course delivery platform, such as Moodle or Blackboard. A second recommendation for educators is to seek ways to extend the work of the video creation outside of the classroom. The ability to showcase and “test out” the video with a real target population was requested by the students. The ability to self-select a problem and to work on it in a deliberate way appears to raise interest and investment in the project among students. Finally, as an assignment fully entrenched in collaborative group work, care and consideration should be given to address students who are either uncomfortable or unwilling to engage fully and fairly in group work. Likewise, the instructor should acknowledge, address, and provide a model for handling disagreement within groups. A policy, for example, included in the course syllabus could provide a pathway for students to address concerns among themselves prior to contacting the instructor. The use of a self and peer evaluation that is included in the final course grade may also provide incentive or meaningful consequence for students who do not participate fully or underperform in the group work.

Instructor Reflection on Evaluation of the Assignment

The instructor reviewed and provided feedback to groups upon completion and submission of each element within each phase of the project. The video assignment work was intentionally designed to be low stakes, meaning that groups received a complete or incomplete for each element with the expectation that feedback given would be considered in the ongoing work, resulting in a strong and appropriate video. Only the final video was scored and included the self and peer evaluation. In this way, each group member receives his or her own unique score rather than a base score for the group. The evaluation matrix used for the final video displayed in class included assessment based on the 4 elements and the CEPH competencies. This included the representativeness of the information provided in the Dig Deeper element; the complexity and appropriateness of the Think element and Discussion questions; and the overall aesthetic value and quality of the video, it's length, and it's overall message. Graduate level courses could significantly increase the complexity and scope of the evaluation matrix to include elements, such as health and cultural literacy, sophistication, timeliness and appropriateness of the literature and resources used to develop the health education plan, and pre- and post-test elements to gauge viewer learning. Finally, anectodal evidence from student work, comments and discussion offer further support for this type of assignment. Students provided thoughtful, well-written, well-supported work that reflected the healthy struggle of reaching group understanding and agreement and to conceptualize difficult and complex problems.

Further studies should examine more closely the specific characteristics of the assignment that may cultivate benefit in learning and how student centered, problem based, collaborative course work around a short, audio visual rather than written assignment can be useful in attaining high level learning outcomes.

The use of a student centered video assignment may be a novel and innovative strategy to approach the development of problem solving and group work in the classroom. The assignment described here was received positively by students and offers insight into the myriad complexities of teaching about difficult, evolving, and sophisticated issues both in and outside of the health professions. The small but positive results of the student survey as well as the assessment of student learning witnessed by the instructor should encourage other educators to develop similar assignments and to undertake additional studies to evaluate the effectiveness, merits, and strengths of creating video in public health coursework.

Ethics Statement

This study was carried out in accordance with the recommendations of Grand Valley State University Institutional Review Board with written informed consent from all subjects. All subjects gave written informed consent in accordance with the Declaration of Helsinki. The Grand Valley State University Institutional Review Board approved the protocol.

Author Contributions

JV contributed to the conception and design of this study. JV managed the data collection of this study. JV organized the data. HW and JV wrote the first draft of the manuscript. JV and HW wrote the sections of the manuscript. HW wrote the second draft of the manuscript and completed all revisions.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Funding. Grand Valley State University will cover the open access publication fee.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpubh.2019.00312/full#supplementary-material

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Assigning a Student Head-to-Toe Assessment Video

Abby Wilson

Are newly minted graduates prepared to do a nursing head-to-toe assessment ?

Not many. According to a study published in Nursing Education , “only 11 of 40 RN graduates entering the transition program scored 70% or better on physical assessment skills testing.”

Only 11 of 40 RN graduates entering a transition program scored 70% or better on physical assessment skills testing Click To Tweet

But professors and departments are discovering helpful tools to address the problem head-on. A tool for closing the preparation-practice gap is assigning a student head-to-toe assessment video.

Want to better prepare your nursing students? Download our head-to-toe assessment checklist that highlights the most regularly performed skills in an entry-level practice. 

The Advantages of Student Videos

Utilizing student videos to teach nursing assessments isn’t a new idea—especially when it comes to teaching the health assessment in nursing.  

The advantages of assigning a student head-to-toe assessment videos stretches back several decades. In 2003, a group of faculty members at Central Missouri State University baccalaureate school of nursing (CMSU) published an article about incorporating video recordings as a technique to teach the nursing head-to-toe assessment .

From that early time (even with limited budget and equipment) the CMSU educators found that video “alleviate[d]” a lot of the “problems with traditional one-on-one validation of skills.”

Namely, video technology facilitated more specific and detailed feedback. As a result, educators noticed that student assessments and specific psychomotor skills improved. Students also reported “better skill acquisition and increased self-confidence.”

(Oh, and did I mention that filming the head-to-toe assessment gave educators a lot of flexibility when it came to observing and grading?)

Fast forward to 2018, Christina Purpora and Susan K. Prion found similar results surveying students that completed a head-to-toe assessment video assignment. They observed that their “nursing students felt able to apply classroom learning of this skill to clinical practice, and the process encouraged the development of their self-reflection skills.”

So to summarize the advantages of assigning a student head-to-toe assessment video :

1. Flexibility for students and faculty

Students don’t have to rely on a rare simulation lab opening to record their head-to-toe assessment. They just need their smartphone propped up against some books and a willing participant to be the patient.

2. More opportunities for practice

If students performed a nursing head-to-toe assessment in a simulation lab, they would only get one chance. But with a student head-to-toe video assignment, your students can record can record themselves as many times as they want and turn in their best take.

3. Students  see  their mistakes

With this assignment, students are faced with irrefutable evidence of their mistakes. That’s one of the reasons research shows that when students see their mistakes visually, they learn skills crazy fast .

4. Students can correct their mistakes

Your students can watch their videos immediately and compare their performance with the head-to-toe assessment checklist . This makes students more self-sufficient and more prepared.

5. More effective debriefing

Even relying on primitive recording technology in 2003, research published by Central Missouri State University baccalaureate school of nursing (CMSU) noted the improved quality of their feedback by responding to student videos.

6. Increased student confidence

Practicing more and being able to watch their practice gives your students more confidence in performing a nursing head-to-toe assessment.

7. More self-reflection

Self-reflection is a hard skill to teach students, but you will notice increased awareness as students record, practice, and review their recordings of performing a head-to-toe assessment.

The Challenges of Nursing Video Assessments

Yet that’s not to say that using video for a nursing assessment is without challenges. In 2003, CSMU students and faculty faced technology-related issues. Technology and logistics continues to cause challenges for instructors today, which is curious because technology has advanced so practically every teacher and student has a phone in their pocket.

Whether it’s figuring out how students will access video recording technology (the university video lab or cell phones), determining how students will turn it in (flash drive, online website, cloud software), making sure you’ve downloaded compatible software to watch all the student submissions, or devising an effective accompanying feedback method (google docs, excel, or word).

Luckily, there are solutions that remove the technological and logistical friction in assigning a head-to-toe assessment video.

The Video Software Solution

One solution is GoReact. This video assessment tool can solve the headaches that come with assigning a health assessment student video.

Smaller Video Files

Video submissions are automatically compressed and accessible to the professor.

Simple Equipment

S tudents can film themselves with their own smartphones and laptops. Students can access an easy-to-use tools to pause, clip, or re-film a segment.

Integrated Feedback

Professors can give time-stamped feedback and customized markers directly on the student submitted video.

Accessible Feedback

Immediately after a professor finalizes their review, students can access and respond directly to their professor’s feedback.

So the right tool can help mitigate historic challenges in assigning a head-to-toe assessment video . Also keep in mind that even in the early 2000s, nursing educators believed the benefits of a student video health assessment far outweighed these early challenges. That means there is even less reason for nursing educators today to not employ the student video for the physical assessment in nursing.

Bridge the Gap with Video

To return to where this article started, the theory-practice gap in nursing puts nursing students in a difficult if not perilous situation. That’s why nursing educators should be doing everything within their power to bridge this gap.

Since evidence shows that student videos can help bridge the nursing gap, nursing educators should seriously consider a student video for teaching the nursing head-to-toe assessment . Newly graduated RNs perform this assessment far too often during their work day for nursing educators to not provide every advantage possible.

Whether you use GoReact or another video tool, nursing professors must seriously consider video to help bridge the gap in teaching the nursing head-to-toe assessment .

If you’d like more ideas for teaching physical assessments, read 7 Tips for Teaching the Head-to-Toe Assessment . 

Personalize Your GoReact Experience

Teaching Health Education Through the Development of Student Centered Video Assignment

Affiliation.

• 1 Public Health Department, Grand Valley State University, Grand Rapids, MI, United States.
• PMID: 31737592
• PMCID: PMC6839524
• DOI: 10.3389/fpubh.2019.00312

The purpose of this study was to explore the ways in which a student centered video assignment enhanced student learning about developing and teaching a health education plan designed to address a complex public health problem. The objectives of the assignment included (1) to explore a complex public health problem, (2) practice developing a corresponding health education plan, and (3) develop and fully execute a multimedia video to deliver high impact health education and or promotion to a diverse audience. The assignment referred to as the student centered video assignment was developed and piloted at Grand Valley State University and included students participating in a 200 level undergraduate introductory public health course. Students working in groups of 3, worked through the project in multiple phases with corresponding elements: problem identification, problem solving, plan development and the creation of the video, which included four primary elements: Dig Deeper, Think, Discuss, and Watch. Upon completion of the video, students were asked to voluntarily complete a 10-question survey about the benefits of learning through a video creation assignment. A total of 15 students completed the survey with the majority either strongly agreeing or agreeing that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types. Additionally, students reported that the project was beneficial in learning the concepts and competencies associated with public health education. Finally, students indicated that the creation of videos as a means to explore and apply course concepts was favored as an assignment format in future coursework. Instructor assessment of learning outcomes occurred through ongoing grading of and feedback on the project elements. The findings reveal that students enjoyed the opportunity to engage in real world problem solving, gained insight, perspective and scope through group discussion and collaboration, and felt that they learned new skills in created the video.

Keywords: health education; multimedia; pedagogy; public health competencies; undergraduate education.

Copyright © 2019 Wallace and VanderMolen.

Video class assignment tips for instructors and students

• January 31, 2021
• Alex Martinez
• Digital Media / Kaltura (Video Management) / WeVideo

This article covers:

• For instructors
• For students
• Getting Started

Team Roles and Responsibility

Stock photos and graphics, video software, video tutorials, affordable and royalty-free audio clips.

Video assignments can be a research-intensive, collaborative, and highly engaging student activity. The video can demonstrate skills, knowledge, and communication strategies. View some student video projects to give you ideas for your next class assignment.

For Instructors

• Final videos should be between 2-5 minutes. A high quality 5-minute video can take about 5-10 hours to produce.
• Ensure that the project grade has the appropriate weight.
• Ensure that students keep you updated with their progress, require them to send you frequent project updates to avoid the project being done at the last minute.
• Create a “Group Planning” document for your student groups to help them plan, communicate, and organize. Spanish Skits ( http://goo.gl/hvaq4I ) Chemistry ( http://goo.gl/RpsPO2 ) B2B Marketing ( https://goo.gl/DsQef7 )  Why Make B2B Videos?
• For help with video assignments, contact [email protected] to get answers to your questions and support. We can give your students a workshop and a tour of the Digital Media Center.
• Give your students a few weeks to complete this project. Each week students should submit a progress report to ensure they are on track.
• Inform students that they can upload their videos into your Canvas course using My Media
• Create a video assignment in your Canvas course to make.
• Instruct students to submit their video assignments to make grading fast and easy using the Canvas speed grader tool.
• Science Communication Rubric
• Pecha Kucha Rubric (PDF)
• Infographic Instructor Grading Rubric
• Multimedia Science Activity Rubric
• Digital Storytelling Rubric
• Digital Video Project Rubric
• B2B Marketing Video Rubric

For Students

• Tips for students completing video class assignments (PDF)
• Spanish Skits
• Chemistry Educational
• B2B Marketing
• Take advantage of the DU Digital Media Center ; they have friendly staff and cool video software.
• Computer Screen Capture:  Jing (Free) and Skitch (Free)
• Prioritize recording high-quality audio. The further the microphone is from your presenter, the worse your audio quality will be. Recording indoor in quiet spaces or adding a voice-over track are the best options for capturing high-quality audio.
• Define a clear purpose and outcomes for the video .
• Establish teams and assign project roles and responsibilities.
• Research videos online that match your goals and expectations.
• Produce a video that is visually engaging to your audience. Scenes should be changing every 5-10 seconds.
• Create a storyboard shoot list and script .
• Create a project timeline and video team document to keep you organized.
• Tips for producing class assignment videos, “Before, During and After” .
• Have weekly team meetings.
• How to produce a video documentary by Adobe
• How to share final video securely to only class participants via Canvas Media Gallery
• Producer: Initiates and coordinates meetings and time management; has a high-level view of the project and timelines
• Script Writers: Responsible for creating the storyboard and script
• Researchers: Responsible for researching the topic, fact collecting and citations
• Videographer/Photographers/Audio Technicians: Responsible for video recording and still photos; ensures good lighting and audio quality
• Narrators: Provides audio or video commentary
• Illustrators / graphic artist : Responsible for drawing custom art work
• Video & Audio Editors: Responsible for video and audio editing software; will edit and share revisions with team members
• OpenVerse – 6 millions reusable objects
• Flickr Creative Commons
• DU Flickr Collection
• Science Images
• Archives.org
• Videvo.net – video b-roll clips
• ZOOM: Free video conference for all DU staff and students. Allows you to record your computer screen, webcam, interviews, and microphone. No editing features.
• Kaltura (Canvas My Media and DU MediaSpace): Free video conference for all DU staff and students. Allows you to record your computer screen, webcam, and microphone. Limited editing features. Kaltura is available within Canvas under My Media and DU MediaSpace .
• Kaltura Capture allows you to record your computer screen, webcam, and microphone.
• WeVideo – A web-based video editor designed for non-video professionals that’s easy to use. DU has a few student licenses.
• Adobe Creative Cloud software : DU Students, staff and faculty members now have access to this suite of Adobe software.
• iMovie – Mac 
• Camtasia Studio – Free video editor – 30 day trial for PC and Mac
• Blender : Free and open source 3D creation suite.
• PowToon – An online animated video software for both Mac and PC. Not free.
• Making a digital story video using iMovie
• Making a digital story video using WeVideo
• Vimeo Video School
• Video Story Guide
• Tips for marketing videos
• Videvo video clips
• YouTube Audio Library
• PartnersInRhyme
• Incompetech
• Global Sound Promotion
• Free Music Archive

The DU Digital Media Center has professional video and audio software for students. They are located in the Anderson Academic Commons and are normally open when the library is open.

Related Articles

Canvas kaltura important updates (4/2/2024), how to access zoom recordings in mediaspace, how to obtain a transcript file when conducting interviews using zoom, kaltura or a phone, kaltura – adding a single video to your canvas course, adding kaltura video on a du drupal page, wevideo tutorials & resources.

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Introduction to Health Science & Careers

Sub title foundations in health science & career exploration.

• Description
• Course Standards
• Technical Requirements
• Request a Demo

The Introduction to Health Science & Careers course is a semester course is designed to create an awareness of career possibilities within the five designated CTE career clusters in health care. Students will cover and review essential foundations of knowledge and skills within health science fields, including:

• Health Science Careers
• Post-Secondary Education Pathways
• Human Anatomy & Terminology
• Medical Mathematics & Communication
• Professionalism & Employability
• Healthcare Law & Ethics
• Safety Practices

This is the first course in the STEM Fuse Health Science CTE pathway of courses. Additional coursework in health science technology, research, informatics, and patient care will be available for students. Learn more regarding the STEM Fuse Health Science pathway here !

• Introduction to Health Science & Careers Course Outline
• Introduction to Health Science & Careers Pacing Guide
• "What is Health Science?" Video
• Technical Requirements & Whitelist Information
• Intro to Health Science Lesson
• Health & You Lesson
• Health Care Systems Lesson
• Future of Health Care Project
• What is Health Science? Quiz
• Module 1 - Vocabulary Assignment
• What Health Science Means to Me Assignment
• Global Reach of Health Assignment
• “Determinants of Health” Video
• Dimensions of Wellness Assignment
• “Myths You Learned in Health Class” Video
• Family Health History Assignment
• Cost of Health Care Assignment
• “What is Global Health?” Video
• Comparing Global Health Care Assignment
• Pathways in Health Science Lesson
• Biotechnology Research & Development Lesson
• Diagnostic Services Lesson
• Therapeutic Services Lesson
• Health Informatics Lesson
• Support Services Lesson
• Health Science Career Project
• Discover Career Pathways Quiz
• Module 2 - Vocabulary Assignment
• Career Self-Assessment Assignment
• “Health Sciences Pathway Overview” Video
• “Health Science Careers: The Movie” Video & Assignment
• “Introduction to Biotechnology” Video
• Biotechnology Research Career Assignment
• “How AI is Making it Easier to Diagnose Disease” Video
• Diagnostic Services Career Assignment
• "Therapeutic Services Pathway" Video
• Therapeutic Services Career Assignment
• “What is Healthcare Informatics?” Video
• Health Informatics Career Assignment
• “Support Service Career Opportunities” Video
• Support Services Career Assignment
• Rubric - Health Science Career Project
• Intro to Human Anatomy Lesson
• Human Body Systems Lesson
• Diseases & Disorders Lesson
• Infectious Disease Project
• Human Anatomy Quiz
• Module 3 - Vocabulary Assignment
• “Introduction to Anatomy & Physiology” Video
• Levels of Organization Assignment
• Body Planes Assignment
• Directional Terms Assignment
• Body System Infographic Assignment
• Healthcare Specializations Assignment
• “Types of Diseases” Video
• Genetic Diseases Assignment
• Chronic & Acute Diseases Assignment
• Treating Hereditary Diseases Assignment
• Intro to Medical Mathematics Lesson
• Medication Administration Lesson
• Medical Accounting & Business Lesson
• Medical Billing & Math Project
• Medical Mathematics Quiz
• Module 4 - Vocabulary Assignment
• “Mathematics & Medicine” Video
• Measurement Systems & Conversions Assignment
• Ratios, Rates, and Proportions Assignment
• Dimensional Analysis & Formulas Assignment
• Pediatric Dosing & Geriatrics Assignment
• Medical Billing Assignment
• Medical Billing & Math Project - Project Scenarios
• Medical Billing & Coding Project - Superbill Template
• Communication in Health Care Lesson
• Medical Terminology Lesson
• Health Care Team Communication Lesson
• Health Care Communication Project
• Communication & Medical Terminology Quiz
• Module 5 - Vocabulary Assignment
• “The Importance of Listening in Healthcare” Video
• Responding to Emotion Assignment
• Medical Prefixes & Suffixes Assignment
• Practicing Pronunciation Assignment
• “100+ Common Medical Terms Everyone Should Know” Video
• Video: Healthcare Communication Challenges
• Challenges in Health Care Communication Assignment
• Digital Communication Tools Assignment
• Intro to Healthcare Delivery Systems Lesson
• Issues in Healthcare Today Lesson
• Role of Health Insurance Lesson
• Rural Health Clinic Project
• Healthcare Delivery Systems Quiz
• Module 6 - Vocabulary Assignment
• “The Six Dimensions of Healthcare Quality” Video
• Research Local Practices Assignment
• Healthcare Facilities Assignment
• Economics of Health Care Assignment
• “Health Care: America vs. The World” Video
• Medical Ethics Assignment
• Healthcare System Challenges Assignment
• “The Future Of Health Insurance” Video
• Types of Insurance Assignment
• Selecting an Insurance Plan Assignment
• Employability Skills in Health Care Lesson
• Explore Health Professions Lesson
• Health Career Portfolio Project
• Employability Skills Quiz
• Module 7 - Vocabulary Assignment
• Personal Traits Assignment
• Interpersonal Skills Assignment
• Professional Standards Assignment
• “5 Skills Medical Students Need For The Future” Video
• Health Professional Exploration Assignment
• “The Wonderful World of Medical Careers” Video
• Salary & Debt Calculations Assignment
• Intro to Healthcare Law & Ethics Lesson
• Patient Rights & Treatment Lesson
• Healthcare Ethics Debate Project
• Healthcare Law & Ethics Quiz
• Module 8 - Vocabulary Assignment
• “Identity and Authenticity in Medical Ethics” Video
• Ethical Issues in Health Care Assignment
• “Understanding the Ethical Dance of AI and Healthcare” Video
• Patient Bill of Rights Assignment
• “Dying in the Name of Vaccine Freedom” Video
• Vaccine Freedom Video Reflection Assignment
• Intro to Infection Control Lesson
• Modes of Transmission Lesson
• Health Care Safety Practices Lesson
• Public Service Announcement Project
• Safety Practices Quiz
• Classification of Pathogens Assignment
• Chain of Infection Assignment
• “Communicable Diseases | What? Why? How?” Video
• Controlling Spread of Pathogens Assignment
• Disease in History Assignment
• “Safety Culture in Healthcare” Video
• Aseptic Techniques Assignment
• Personal Protective Equipment Assignment
• Intro to Healthcare Teams Lesson
• Healthcare Leadership Lesson
• Healthcare Team Case Study Project
• Healthcare Teams Quiz
• Module 10 - Vocabulary Assignment
• “Roles & Responsibilities During Emergencies” Video
• Roles on a Healthcare Team Assignment
• “Communication in Multidisciplinary Healthcare Teams” Video
• Types of Healthcare Teams Assignment
• Healthcare Management Careers Assignment
• Rubric - Healthcare Team Case Study Project
• Promoting Healthy Habits Lesson
• Disease Prevention Lesson
• School Health Initiative Project
• Health Maintenance Practices Quiz
• Module 11 - Vocabulary Assignment
• “Benefits of Storytelling for Health Care Workers” Video
• Balanced Nutrition Assignment
• Stress Management Assignment
• "Disease Prevention & Health Promotion" Video
• Immunizations Assignment
• Technical Skills in Healthcare Lesson
• Emerging Technology in Healthcare Lesson
• Careers in Health IT Lesson
• Health Care Innovation Project
• Technical Skills & IT in Healthcare Quiz
• Module 12 - Vocabulary Assignment
• “Measuring Vital Signs” Video
• Healthcare in the Digital Age Assignment
• “Where Can Technology Take Us?” Video
• AI in Healthcare Assignment
• 3D Bioprinting Assignment
• Cloud Computing Assignment
• Nanomedicine Assignment
• “How is Technology Changing the Healthcare Sector?” Video
• Compare Technology Careers in Healthcare Assignment
• Challenges in Health IT Assignment
• Intergenerational Effects of Technology in HC Assignment
• Student Course Survey
• Unlimited Seats
• 18+ Weeks of Curriculum
• Interactive Lessons
• Digital Activities
• Built-In Assignments
• Project Challenges
• Assessments
• Teacher Resources
• Onboarding PD & Support
• National Health Science Standards
• ISTE Standard for Students
• Advance CTE Health Science Standards
• PC, Mac, or Chromebook
• Any Modern Browser
• Internet Connection
• Access to YouTube

•  All topics A-Z
•  Grammar
•  Vocabulary
•  Speaking
•  Reading
•  Listening
•  Writing
•  Pronunciation
•  Virtual Classroom
• Worksheets by season
•  600 Creative Writing Prompts
•  Warmers, fillers & ice-breakers
•  Coloring pages to print
•  Flashcards
•  Classroom management worksheets
•  Emergency worksheets
•  Revision worksheets
• Resources we recommend

FREE Medicine and Health Worksheets

Wouldn’t it be awful to get sick in a foreign country and not be able to communicate with the doctor or hospital staff learning english will not help your learners in every country but it will give them another skill that could come in very handy in this type of scenario. teachers have submitted 200 worksheets on this topic and more are added on a regular basis. this one-page medicine worksheet includes some common vocabulary learners can use at the doctor’s office as well as several useful practice exercises. the comprehensive teacher’s notes are included and make using this activity in your esl classroom simple. if the target structures in the textbook you are using are different from the ones included on this sheet, simply use this as inspiration for your own worksheet and then upload it for other busy teachers. medicine and health is a great esl topic that will come up several times. beginners will usually learn body parts very early on while intermediate students may talk about medicine and doctors when practicing giving advice. advanced learners could benefit from talking about the health care system in their country. this is also a very practical topic as students will be much better off if they can explain their symptoms when they get sick while traveling. completing a role play exercise will give them the practice they need to do this effectively. read more... ...less.

• Copyright 2007-2021 пїЅ
• Submit a worksheet
• Mobile version

Patient Education

Prepared patients are engaged and in control of their health..

Personalize Patient Education and Simplify Clinical Workflows

Educate patients through high-quality videos, including hospital-produced content..

Improve clinical efficiency by automating the assignment and documentation of educational content. Choose educational material from your preferred vendor, or deliver your own in-house content directly to the patient's in-room TV. Our seamless EMR integration delivers tailored education based on each patient's disease or condition.

EHR Integration

Integrate with your ehr for automated assignment and documentation..

eVideon integrates with your hospital's electronic medical records system to assign media and personalize the patient’s language, options and views. Tools are integrated into the EHR, making it easy for nurses to begin the education process, see video viewing history and assessment results. Since video education is automatically documented, this streamlines nurse workflows and helps them assess the patient's readiness to care for themselves. The documentation also helps with meeting Medicare’s meaningful use requirements.

Nurses can easily assign education, change patient's preferred name and message patients.

Personalized Education

Based on patient’s age, condition, educational level and comprehension..

eVideon personalizes the hospital experience. When the patient arrives in their room and first turns on their TV, they are greeted by name. They are also presented with options for entertainment and education, which are customized depending on their demographic and learning needs. The nurse has the ability to make changes to education assignments or change the greeting to a patient’s preferred name like changing Jennifer to Jen.

eVideon’s on demand learning material is based on a patient’s age, condition and language. Seniors can view larger fonts and bigger buttons. Children and their parents can see fun, colorful graphics and a pediatric health library.

Patients can be assigned patient education content automatically, by EHR integration or through the eVideon Care Team application. Education can be assigned based on multiple factors, such as age, diagnosis, medication or location in the hospital.

Target Learning Barriers

Video education that addresses literacy challenges, language and cultural needs..

Each patient is unique, from their health literacy and primary language to their learning style. With eVideon, patients and caregivers can access a library of learning content on demand that can be tailored to the patient’s diagnosis and educational needs, as well as their age and language.

43% of Americans have difficulty comprehending written materials. 

Our content providers offer a wide selection of educational videos in multiple languages on a range of topics, including top conditions such as heart attack, diabetes, joint replacement and mother-baby. Patients can learn at their own pace, and nurses are afforded more time to spend with patients. Time that’s focused on providing patients with a deeper understanding of their condition and preparing them to go home.

Multiple Languages

You have the flexibility to create multiple language interfaces, so patients can select their preferred language from a pre-selected list. If the mom speaks Spanish, but the teen speaks English, they just switch back and forth to get information and watch educational videos.

Content Agnostic

Your hospital can include content for patient education assignments or browsing videos, questionnaires and flip charts from any vendor, in any language available. It’s also easy to add your own hospital-produced educational content.

Translator Services Application

With eVideon’s translator services application, the patient, doctor or clinical staff can video conference with a translator right in the room. The application even allows for a three-way video conference, so a physician can join with a computer, tablet or smart phone.

Age Appropriate

Children and their parents experience interactive, colorful graphics and have access to a pediatric health library. Seniors view larger fonts, bigger buttons large print or high-contrast theme, along with information on services specific to their needs and patient education.

Preparing for Discharge

Engaging caregivers and families in the process..

Preparing patients and their families for discharge with personalized video education reinforces patient education concepts and learning. When caregivers and families are engaged in the process, it can help reduce readmissions and improve outcomes.

Increase Care Comprehension

Patients may have lifestyle changes, multiple instructions for medications and home care. To make it easy and convenient, video education can be paused, rewound or fast-forwarded. eVideon tracks where the patient left off; the patient can return to where they left off after changing rooms or from different locations or devices.

Provides Better Transitions of Care

eVideon provides better transitions of care and identifies patients who are more likely to be readmitted within 30 days. Providing a diabetes patient with videos on diabetes management, monitoring and self-care can prevent a return visit. 

Education on Demand

Our patient education team will help you build a comprehensive library of on demand patient education videos, interactive learning tools and images on topics such as medications, procedures, discharge instructions, lifestyle changes and wellness.

Slide Shows, Animated Drawings & Images

Since 43% of Americans have difficultly comprehending written medical instructions, eVideon provides a variety of visual aids with its video education – slide shows, animated drawings and images – designed to help patients understand their condition or procedure.

Post-education Assessments

After the patient takes a post-educational survey about the material, the nurse can quickly uncover potential causes for readmissions and opportunities for teach back before discharge. Teach back confirms a patient’s understanding of the materials and reinforces the main points of their care.

Distinguished Leader in Patient Education

Recognized by avia connect as a 2023 top company in patient education..

Vibe Health has been named to AIVA Connect’s Top Patient Education Companies Report based on the aggregation and analysis of health system implementation data across the country.

Learn more about this recognition and download the report today!

Ready to transform patient experience?

Browse Course Material

Course info.

• Prof. Jonathan Gruber

Departments

As taught in.

• Microeconomics

Learning Resource Types

Principles of microeconomics, lecture 25: health economics, description.

In this lecture, Prof. Gruber uses the information taught in class to explain the real world example of health economics, and how it plays out in policy and practice. There is no handout for this lecture. 

Instructor: Prof. Jonathan Gruber

• Download video
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51 Creative Video Project Ideas for Students (With Templates)

• video project ideas

It’s always a challenge to keep students engaged during classes, especially virtual classes. One of the ways to do this are video projects. Video projects not only make for fun viewing, they also supplement learning. While creating videos with fellow students is a fun activity, it’s not always easy to come up with video project ideas.

So here we bring you some of our favorite creative video project ideas for students. We also share ready-to-use free video templates that you can plug into and start using. Stay tuned till the end and find a bonus section for students on how to make a good video project! Let’s dive in!

A. Video project ideas for elementary students B. Video project ideas for high school students C. Video project ideas for higher education students D. How to make a good video project

Bring your video project ideas to life in minutes

With 3000+ ready-to-use project video templates

A. Video project ideas for elementary students

Video projects for elementary students are mostly a way for the teachers to ensure comprehension and interest in the classroom. These can also be a good tool to make students think about different topics. Let’s check out some video project ideas for this age group:

1. Summarise a lesson

Get your students to summarise history or literature lessons on video. Have students research major figures and events in history and make videos around these concepts. This gives students the chance to learn digital storytelling as well as thoroughly research important historical figures! For example, check out this video sharing the history of television!

Use This Template

2. Share a talent video

Have students share a video performing a talent! They can share singing, dancing, painting, art, baking, playing an instrument or various such videos. This can be a fun activity where students learn more about their peers. For example, check out this music artist launch promotion video that can be used by students to promote their own music videos .

3. Create a book report video

Instead of traditional book reports, get students to create book reports or trailers for various literature projects. These can be a good way to get students curious about concepts you will be teaching them too! Check out this video book report.

4. Celebrate a holiday

Get students to create videos on their traditional or religious holidays. This is a great way to cultivate curiosity, awareness and tolerance for different ethnicities and cultures. Check out this Christmas facts video as an example.

Use This template

5. Create science experiment videos

Encourage students to create their own slides to explain science experiments and their findings. This way, students start thinking of STEM disciplines in a more analytical, hands on manner. Check out the lesson plan presentation below that can be used to document the objectives and findings of such an experiment.

B. Video project ideas for high school students

Video projects for high school students can be a little more advanced as they are in the process of growing their skills and learning more about different subjects.

1. Create a video portfolio

High school is when students start thinking about college applications. This is a great time to start making a portfolio. Teachers can give students the chance to create a portfolio video and share their unique skills and interests. For example, students interested in engineering and STEM can share their coding or science related know-how. Check out this copywriter portfolio as an example.

2. Create a news show

Students need to know current events, both for their school community and for the world around them. Having a school news show is a way to communicate with the school community of students, teachers, staff, and parents. This can be a group effort that helps students learn the value of teamwork and allocation. Check out this newsreel video you can customise to create your own weekly news show.

Use This Template 

3. Make a video tour of an important location

If students visit a place -- on a field trip, on vacation or any time -- they can share their learning experience with others by recording video of it and narrating as they go. (If they're at a museum or other such places, asking permission first is probably a good idea!) If they can't visit it, creating a video slideshow with InVideo is also an option. Get your students to share video projects on important locations as an assignment. These projects can be themed around festivals , cultural concepts and activities too. For example, check out their Halloween cross country tour slideshow.

4. Share practice records

Learning a language, cooking , music or sports require constant practise. To gauge the progress of each student, you can ask them to record themselves learning to play an instrument or speaking a new language. Students can make video projects of themselves learning or mastering a particular song, key phrases and more. For example, check out this violinist’s progress video.

5. Create an ad or a promotional video for school events 

Get students to make an advertisement or a pitch for a school event. This could include a political ad for class president election, a video resume , or an ad for the latest games or tournaments in the school. Students will need to think about the audience they are trying to reach and the length of the advertisement. For example, check out this match poster video.

6. Promote a good cause

Get students to create a video project promoting a cause they believe in. This helps them build their opinions and develop persuasive skills. Students can share this video with everyone, not just the classroom! For example, here’s a video you can customise to debunk myths around a way of life (going vegan in this case).

C. Video project ideas for higher education students

Post high school, it may seem that video projects aren’t that important. But this is the time when students are most focused on improving skills related to their career. Video projects can thus help students showcase their understanding and interest areas, especially to future employers. So let’s check out some video project ideas for these students.

1. Interview interesting people

The people around us and around the world are living history. Their experiences, information, and advice is a treasure trove waiting to be mined. Get your students to interview individuals from their interest areas or in interesting professions. They could be in-person interviews where both parties sit next to each other or they could be virtual interviews, where someone far away records responses to questions. These interviews can act as learning aids, as well as help students connect with people in their future careers. Check out this video interview on how to approach people for their life stories.

Make your own video highlighting interesting interviews by sharing quotes , testimonials, and more. Check out this testimonial video as an example you can use and customise.

2. Teach a concept via videos

Truly understanding something is the ability to teach it to others. Students can make a video where they are recording themselves completing a task on their computer screen or they can make a demonstration video like a coding class. Teachers and professors could then use these videos to help reinforce skills in your class or even flip some of your lessons. For example, check out this video tutorial on note taking apps.

3. Create a self-assessment video

Being able to assess oneself is an extremely important skill that students need to improve themselves. Self assessment empowers students to become better learners. It also allows them to take an active role in their assessment and push for a grade they feel is unfair - a direct correlation to performance reviews at the workplace! Personalise this testimonial video to create your own self assessment video.

4. Create a video presentation for a written assignment

Written assignments are a staple when it comes to college. But only professors and classmates can view these. Instead, creating a short, promotional video on a written assignment is a great way for students to share their work with more people and learn editing skills at the same time. Check out this digital marketing trends video you can use to create your own video presentations .

5. Create a video resume

For most students, the job hunt begins in college itself. A video resume helps highlight key skills as well as share the student’s personality and attitude with employers. Especially when applying to remote or distant positions, a video resume along with a normal resume provides brownie points. Check out this video resume you can use as a blueprint to create your own.

Leverage the power of video to land your dream job!

Create a PRO video resume in minutes with InVideo

6. Create a University promotion video

Universities and colleges need as much promotion as they can get. And who better than students to share their experiences and highlights. Get students to create unique videos with their best anecdotes or areas in the university. This is also a good way to get them to research interesting aspects of college life. Check out the University promotional video and make it your own.

D. BONUS: How To Make A Good Video Project

Your school video project can earn you good grades. It is also an opportunity to showcase your creativity. But how to create the perfect video without any error? Video creation may not be your forte, but you still wish to excel in school video projects, right? No worries!

If you have a school video assignment in hand but don’t know where to begin, read below to learn how to create a video project super easy and quick, without any error and fuss. Now, let’s divide your video project into 5 easy steps.

Step 1: Video topic or idea

If you are working on a school assignment, you probably have a video topic given by your teacher or professor. If you are looking for video topic ideas though, find them here .

Step 2: Plan your video assignment

Planning is super important for your videos. This is when you decide how you want to create your video. Consider whether you want to live record your video or create it online using an app or a tool. An online tool like InVideo offers you pre-created templates that might meet your requirements. This is also a super quick and easy way to make your video from scratch. The first thing you need to do is go to InVideo and login or sign up if you wish to use this tool. Next click on the “Pre Made Templates” Option and select the video dimension you want. Finally, type phrases related to your video in the search bar.

You will now see templates related to your search as you scroll below. Simply select the template you want to use and click on the “Use This Template” button to start editing!

If your video idea is to record an event , but you don’t have a DSLR, camcorder or GoPro, use your own smartphone camera for the school project.

Step 3: Prepare a video script

Now that you know how you will record your video, the next step is creating a script for your video. Here’s a step-by-step guide on script writing you can refer to. 

3 questions to ask yourself before you create your script:

- What is the objective of your video? - How long does your video need to be? - Who is the audience that will watch your video?

Step 4: Shoot your video + audio

Once your script is finalized, it’s time to shoot your video. You also need to make sure that you are recording audio to go with your video. Check out this list of equipment and how you can use it to record video and audio. 

Step 5: Edit your video

As mentioned earlier, one of the most effortless ways you can edit your video is using the free, online InVideo editor . This is simple, easy to use, and does not need you to make any downloads. Here’s how you can edit your video on InVideo.

Step 1: Log in to InVideo . Now click on the “Blank Canvas” option and select the dimension of your video. Next, click the “Make A Video” button.

Step 2: Now click on the “Upload Media” button at the left-hand corner of your screen and upload the video you shot.

Step 3: Double click your uploaded video to add it to the timeline. You will now see a pop-up that asks if you wish to trim your video. You can Trim your video or use the full version. Simply click on the “Done” button once you are finished with your trim.

Step 4: You can now use the controls on the right side of the screen to edit your video further.

Step 5: You can apply filters, create transitions between shots for a seamless flow, add subtitles, or insert a logo to give a personal touch to your school video. Just head to the left side of your screen and select the controls you wish to use.

Step 6: Once you are done with your edits, it’s time to download your video. For this click on the “Download & Share” button on the top right. Now click the “Export” video button.

Step 7: Your video will now start to render. You can download it once it’s complete. You can also directly share the video link or share it on social media using the button provided.

Wrapping up

So these were some video project ideas for students and how you can create your own videos on InVideo. If you’ve found value in this article, and are looking for more video ideas, you also want to check out this guide where we’ve put together 200+ video ideas for businesses and brands that you can take further inspiration from. 

For more quick tips and hacks on editing and creating videos, subscribe to our YouTube Channel . 

This post was written by Upasna and edited by Abhilash from Team InVideo

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Milwaukee Brewers Boot Former Highly-Regarded Prospect Off 40-Man Roster

In a series of roster moves on Wednesday, the Milwaukee Brewers designated former highly-regarded prospect Vladimir Gutierrez for assignment.

• Author: brady farkas

In this story:

They'll now have a week to trade him, release him or outright him to the minors. He never even pitched a game for the Brewers after being claimed off waivers from the Toronto Blue Jays earlier this year.

Per the team on social media:

RHP Tobias Myers selected from Triple-A Nashville. LHP Jared Koenig optioned to Nashville. RHP Vladimir Gutierrez designated for assignment.

RHP Tobias Myers selected from Triple-A Nashville. LHP Jared Koenig optioned to Nashville. RHP Vladimir Gutierrez designated for assignment. pic.twitter.com/EMyDhKD2mG — Milwaukee Brewers (@Brewers) April 17, 2024

The 28-year-old native of Cuba has spent parts of three years in the big leagues with the Reds and Marlins. He made his debut in 2021 and actually started 22 games for Cincy, pitching to a 4.74 ERA. Unfortuantely, that success didn't translate. He had a 7.61 ERA in 10 appearances in 2022 and missed all of 2023 with injury.

This offseason, he joined up with the Marlins, appearing in one game for Miami. He then landed with Toronto and Milwaukee but didn't appear in a game for either of them.

Given his age and former high prospect status, he's likely to get more opportunities, it's just a question of where. Perhaps he could stay in the Brewers organization as a depth piece.

Milwaukee enters play on Wednesday at 10-6 overall. They'll take on the San Diego Padres on Wednesday at 1:10 p.m. ET.

Michael King (2-0, 4.19 ERA) gets the ball for San Diego (11-9) while Bryse Wilson pitches for Milwaukee. The 26-year-old is 1-0 with a 5.19 ERA thus far.

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A Proclamation on Black Maternal Health Week,   2024

During Black Maternal Health Week, we recommit to ending the maternal health crisis that is taking the lives of far too many of our Nation’s mothers.

Women in America are dying at a higher rate from pregnancy-related causes than women in any other developed nation.  Black women face even more risk and are three times more likely to die from pregnancy-related causes than white women.  That is in no small part because of a long history of systemic racism and bias.  Studies show that when Black women suffer from severe injuries or pregnancy complications or simply ask for assistance, they are often dismissed or ignored in the health care settings that are supposed to care for them.  People of color — including expecting mothers — also bear the brunt of environmental injustices like air and water pollution, which worsen health outcomes.  Too often, Black mothers lack access to safe and secure housing, affordable transportation, and affordable, healthy food.  This is unjust and unacceptable.

That is why my Administration has worked to address this crisis from the very beginning.  Vice President Kamala Harris came into office as a key leader on maternal health and continues to fight for improved maternal health outcomes, elevating the issue nationally and convening experts and activists to find solutions.  My Administration’s first piece of historic legislation — the American Rescue Plan — gave States the option to provide a full year of postpartum coverage to women on Medicaid, increasing it from just 60 days previously.  Now, 45 States, Washington, D.C., and the United States Virgin Islands provide a full year of this critical care.  We also made coverage under the Affordable Care Act more affordable, saving millions of families an average of $800 per year on health insurance premiums.

My Administration also released the Blueprint for Addressing the Maternal Health Crisis, which outlines actions the Federal Government will take to combat maternal mortality and improve maternal health.  To start, we created a new “Birthing-Friendly” hospital designation that highlights hospitals and health systems that offer high-quality maternal care — ensuring that expecting mothers know where to go to get the help they need.  To find out which facilities are “Birthing-Friendly,” go to medicare.gov/care-compare/. 

Mental health care is health care — it is so important that women have access to it throughout pregnancy and beyond.  My Administration launched the Maternal Mental Health Hotline so that the one in five women in America who experience maternal mental health conditions like depression, anxiety, or substance use disorder can get the support they need.  New and expecting mothers can call 1-833-TLC-MAMA — a confidential, 24-hour, toll-free number — to connect with professional counselors.  Tens of thousands of women have already taken advantage of this valuable hotline, and we know that being able to access support in times of need literally saves lives.  Additionally, we are supporting and expanding maternal mental health screening programs, including for postpartum depression.  We are partnering with community-based organizations to help pregnant women access services that treat substance use disorder and support victims of domestic violence.

My Administration is working to grow and diversify the maternal health workforce to better serve expecting mothers by helping health care providers hire and train physicians, certified midwives, doulas, and community health workers.  I also signed legislation to ensure employers make reasonable accommodations for pregnant and nursing mothers, who deserve job security and to have their workplace rights respected by expanding the use of break time and access to private spaces for millions of nursing parents.  I also remain committed to addressing the long-standing inequities that Black communities have faced and that continue to damage the health and wellness of Black mothers.  For example, we have been working to end discrimination in housing, make public transit more accessible to everyone no matter where they live, expand access to healthy and affordable food, and tackle dangerous environmental injustices that take the biggest toll on families from communities of color.

There is still so much to do to ensure safety and dignity in pregnancy and childbirth.  This week, we extend our gratitude to all the maternal health care workers, who are on the frontlines of this work.  Together, I know that we can make America the best country in the world to have a baby.

NOW, THEREFORE, I, JOSEPH R. BIDEN JR., President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim April 11 through April 17, 2024, as Black Maternal Health Week.  I call upon all Americans to raise awareness of the state of Black maternal health in the United States by understanding the consequences of institutional racism; recognizing the scope of this problem and the need for urgent solutions; amplifying the voices and experiences of Black women, families, and communities; and committing to building a world in which Black women do not have to fear for their safety, well-being, dignity, or lives before, during, and after pregnancy.

IN WITNESS WHEREOF, I have hereunto set my hand this tenth day of April, in the year of our Lord two thousand twenty-four, and of the Independence of the United States of America the two hundred and forty-eighth.

                             JOSEPH R. BIDEN JR.

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CURRICULUM, INSTRUCTION, AND PEDAGOGY article

Teaching health education through the development of student centered video assignment.

• Public Health Department, Grand Valley State University, Grand Rapids, MI, United States

The purpose of this study was to explore the ways in which a student centered video assignment enhanced student learning about developing and teaching a health education plan designed to address a complex public health problem. The objectives of the assignment included (1) to explore a complex public health problem, (2) practice developing a corresponding health education plan, and (3) develop and fully execute a multimedia video to deliver high impact health education and or promotion to a diverse audience. The assignment referred to as the student centered video assignment was developed and piloted at Grand Valley State University and included students participating in a 200 level undergraduate introductory public health course. Students working in groups of 3, worked through the project in multiple phases with corresponding elements: problem identification, problem solving, plan development and the creation of the video, which included four primary elements: Dig Deeper, Think, Discuss, and Watch. Upon completion of the video, students were asked to voluntarily complete a 10-question survey about the benefits of learning through a video creation assignment. A total of 15 students completed the survey with the majority either strongly agreeing or agreeing that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types. Additionally, students reported that the project was beneficial in learning the concepts and competencies associated with public health education. Finally, students indicated that the creation of videos as a means to explore and apply course concepts was favored as an assignment format in future coursework. Instructor assessment of learning outcomes occurred through ongoing grading of and feedback on the project elements. The findings reveal that students enjoyed the opportunity to engage in real world problem solving, gained insight, perspective and scope through group discussion and collaboration, and felt that they learned new skills in created the video.

Background and Rationale: Multimedia Technology and Higher Education Pedagogy in Public Health and Health Science

Changes in technology are rapidly changing our culture ( 1 ). New teaching and learning formats that rely on digital and web-based technologies have greatly influenced how instructors teach as well as how students learn ( 2 ). Resnick ( 3 ) of Massachusetts Institute of Technology's Media Laboratory (MIT Media Lab) describes our society as rapidly transforming into a creative society, one in which the skilled and expert workers of the past century are replaced by creative workers adept at problem-solving. Such a trend suggests the importance of creativity in student learning and emphasizes that problem solving is not only a critical skill, but also one that can be facilitated through technological tools. Technology can enhance effective learning in many ways ( 4 – 6 ), such as providing greater depth of functionality, feedback, interactivity and simulation ( 2 ). A bank of empirical research demonstrates that blogging, video blogging (vlogging) and podcasting, when used as a part of classroom instruction, can enhance student performance, foster reflection, creativity, and knowledge construction ( 7 , 8 ). Likewise, students can be instructed to create their own multimedia work as part of a learning activity or assignment. The work of Fredenberg ( 9 ) and Armstrong et al. ( 10 ) provide examples of how students can create podcasts, rather than listening to them as an instructional tool. Fredenberg ( 9 ) reported that students are more engaged and felt more confident in their skills and abilities after mastering a podcast assignment. Armstrong et al. ( 10 ) required student-created podcasts (students could elect audio vs. video) as a means to learn objective driven business communication. Having students produce their own podcasts provided a novel way for students to disseminate information while also developing communication and literacy skills through teamwork, organization, time management, technical literacy, and overall planning ( 10 ).

The core competencies for public health professionals and other health care providers rest heavily on communication skills, literacy, creativity, problem solving, and the appropriate use of technology. Having students explore, create, and disseminate through video and other multi- media formats, such as podcasts and vlogging, may offer a novel and effective tool for enhancing these skills. Despite the growing body of research and popularity of multimedia in higher education, health education, and society, little scholarship has addressed the use of student created video and the pedagogical benefits specifically for health science students. This paper seeks to offer a starting point for exploring how student created videos can enhance health science and public health education.

Pedagogical Framework and Principles: Student Created Videos in Problem Based Learning

Students engaged in health profession education encounter numerous “wicked problems” that require teaching and learning strategies that allow for flexibility, trial and error, and engagement beyond text book and lecture based learning. The student centered video assignment was developed, in part, as a strategy to facilitate this type of learning in undergraduate courses with a public health focus, such as Introduction to Public Health. The course was taught by a faculty member from the Grand Valley State University, College of Health Professions, Master's of Public Health (MPH) Program (MPH). The student centered video assignment was developed jointly by the authors, each having over 10 years of teaching experience in the health professions. The course is offered each semester in multiple sections and has been taught multiple times by each of the authors. The class utilized a traditional in seat format while using inquiry based learning as the pedagogical approach. This approach challenges students to learn through directed questions, problems, and challenges that students work to address. Additionally, the courses incorporated Problem Based Learning (PBL) which is known as a teaching and learning approach that facilitates cultivation of knowledge, critical thinking, assessment and evaluation in solving complex, real world problems. Students engaged in PBL set to exploring and solving problems in small groups with the objective of promoting “constructive, self-directed, collaborative and contextual activity” ( 11 ). PBL research in nursing and clinical education showed improvement in critical thinking and critical reasoning ( 12 ), while research on the process of PBL reflects gains in collective and collaborative knowledge building ( 13 ).

Principles and Competencies in Health Education and Promotion

The Council on Education for Public Health (CEPH) is the accrediting body for all schools and programs of public health in the United States. They have identified 22 primary core competencies for public health students and professionals. Of the 22 competencies identified by CEPH, 6 were used in the organization of the two courses in which the student centered video assignment was implemented ( Table 1 ). The competencies selected align with the course objectives and public health program concepts. Execution of the student centered video assignment provides ample opportunity for students to practice and build competency in these areas. For example, competency 16, 21, and 22 is addressed through group collaboration and working with a complex public health issue. Competency 18, 19, and 20 is achieved through the creative development of the video, in which a public health message and health promotion tool are developed for a target population ( Table 1 ).

Table 1 . CEPH competencies used in course and assignment development.

Achieving competency requires meaningful student learning and mastery of skills related to analysis, assessment, planning, communication, management, and systems thinking ( 14 ). Video creation using a problem based learning approach allows for students to practice these skills through engaging with a real world problem in small groups and to explore and practice mastering a new technology.

Learning Environment

Grand Valley State University is a midsize, teaching intensive University located in the Midwest. The College of Health Professions houses 17 undergraduate and graduate health profession programs. The Department of Public Health offers a Master's Degree in Public Health (MPH) and includes several introductory undergraduate courses. The student centered video assignment was created by the authors who are faculty from the MPH program who teach undergraduate and graduate public health courses. The goal was to create a novel course learning activity that facilitated innovative and collaborative development of course work that is student centered, linked to real world public health issues, problem focused and outside of traditional course projects, such as research papers and or presentations. This assignment was developed and piloted in a 200-level undergraduate introductory public health course Students are generally traditional undergraduate college students at the sophomore or junior level interested in exploring a health related degree and or career. The undergraduate public health courses provide a valuable opportunity for undergraduate students to gain awareness and knowledge of the public health profession and the MPH degree. The students in the course that utilized the student centered video assignment are representative of the larger undergraduate student body. Further, students enrolled in the course as well as the students that completed the course evaluation and assignment evaluation reflect a general health professions student body that is disproportionately female.

Video Creation Assignment

The video creation assignment was developed and piloted in the 15 weeks fall semester of 2017. The overall purpose of the assignment was to provide students with a robust, collaborative, innovative, learning opportunity in which a complex public health problem are identified, explored, and responded to through the creation of a culturally appropriate health education video. The assignment was completed in four phases over a 12 weeks period, with each phase having an associated learning element. The phases and elements for the assignment are informed through the PBL pedagogical approach of the course as well as the CEPH competencies listed in Table 1 . The following sections describe the objectives and course work associated with each phase and for phase 4, each element of the student centered video assignment.

The objective of phase 1 is to introduce and facilitate student exploration of real world public health problems. In order to achieve this objective students are randomly assigned to groups of 3–4 depending on the number of students in the course. Over a 3–4 weeks period of time, students are given access to course materials through the University learning platform which include scholarly research articles, journalistic documentaries, and web resources that reflect ongoing and emergent public health problems that are salient to health promotion and or health education. For example, students review topics like vaccine preventable infections and outbreaks, drug use during pregnancy, harm reduction measures among homeless and drug addicted youth, vaping, and sleep hygiene among college students. Students explored the problems together in class and through consensus, elected a problem of interest that is explored and analyzed in Phase 2.

A second learning activity in Phase 1 is the introduction of and experimentation with video creation technology. Students viewed professionally developed TED-Ed video talks, which served as an exemplar and model for the structure of the student created video. Students were asked to watch health related Ted-Ed talks and to reflect upon the message, format, effectiveness, and efficiency of the message.

Class time during weeks 4–6 is used to discuss and describe how to explore, evaluate, and assess root causes and systems level factors related to the selected public health problem. The objective of Phase 2 is to use principles of descriptive Epidemiology, such as time, place and person, to explore the natural history, context, and scope of the selected public health problem. In this phase, the first element, “Dig Deeper,” is introduced.

The public health problem identified in Phase 1 becomes the focus of the Dig Deeper Element introduced in Phase 2. Students are asked to dig deeper into their problem by searching for and evaluating relevant and credible literature and web resources. Students were provided with a website evaluation tool, the CRAAP, to assist in reviewing web information ( 15 ). Each group member composed a single paragraph between 250 and 500 words that included a minimum of three credible references and summarized their search and evaluation. Group members then worked collaboratively to combine the paragraphs into a concise health education or health promotion message relevant to their public health problem. As an introductory undergraduate course, gaining scope and depth of resources accessed and utilized was not the intention. Rather, the dig deeper element was considered a skill building opportunity for group collaboration and health information seeking, assessing and summarizing. Basic instructions for the Dig Deeper Element are provided in Appendix A .

The development of a video health education or health promotion plan is the objective of Phase 3. The plan becomes the framework for the actual video that the students produce in Phase 4. The basic format of the plan is aligned with the TED-Ed lesson creation guide and consists of a short informative message derived from the Dig Deeper element, thinking questions related to the message, a learn more section and a discussion section ( 16 ). The first step of Phase 3 is to complete the “Think Element,” in which students were required to create a series of multiple choice and true or false questions, which addressed the content from the Dig Deeper Element. The questions check for understanding of the content presented in the Dig Deeper element. Students were encouraged to develop thought-provoking questions at a Bloom's level of Analysis or higher. Basic instructions for the Think Element are provided in Appendix B .

The second step of Phase 3 is the Discuss element. The Discuss element required each student within the group to compose a thoughtful discussion question pertaining to the information provided in the Dig Deeper element and complimentary to the Think element. The purpose of the Discuss element is to provide an opportunity for viewers of the video to discuss and further explore the topic of the video. Students were encouraged to review Guidelines for Developing Juicy Discussion Questions ( 17 ). Groups were also encouraged to create a Google Doc so that each student could peer review and edit the discussion questions. Students were limited to 750-character limit. Basic instructions for the Think Element are provided in Appendix C .

In phase 4, student groups developed and executed TED-Ed like educational videos using the Watch element. Student groups were required to create an original video incorporating the Dig Deeper, Think, and Discuss elements they had completed in phases 1–3. Groups applied their topic research, questions, and discussion content to a storyboard template provided by the instructor. The instructor provided students with access to PowToons for Education as the medium or technology used for creating the actual video. PowToons offers a free educational subscription to web-based animation software designed to create animated videos ( 18 ). The videos were ~5 min long and were presented in class on the last day Basic instructions for Phase 4 or the Watch Element are provided in Appendix D .

Setting and Participants

The setting for the student centered video assignment was an in seat undergraduate introduction to public health course with 48 students. Two of the 48 students were male and 46 were female. All students in the course completed the assignment as part of the course work.

Student feedback and learning related to the student centered video assignment was gathered through an evaluation. As the assignment was part of the course, informed consent for participating in the assignment was not needed nor obtained. Informed consent was obtained for the evaluation of the assignment that took place following the viewing of the videos in the last class meeting. The Grand Valley State University Institutional Review Board (IRB) approved the evaluation and deemed the study exempt. The evaluation of student perception of the student-centered video assignment included 10 Likert scaled questions (rating questions 1–7, 1 strongly disagree-−7 strongly agree.) Forty-eight students were emailed the survey following the last day of class. Fifteen students completed the survey for a 31% return rate.

Of the 15 students who completed the survey the majority either strongly agreed or agreed that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types, such as traditional course research papers and or oral paper or poster presentations. Likewise, students would prefer the video assignment over other types of assignments in future classes. Additionally, students reported that the project helped them to apply and develop understanding of the concepts and CEPH competencies associated with introductory public health education. A total of 86% of the students indicated that the student-created video lesson enhanced their learning of public health content. Additionally, 73% of the students thought that creating videos to address a public health issue was a useful experience. Seventy-three percent also indicated that the student-centered video assignment was an important exercise in helping them better understand critical public health issues. Table 2 and reflect the survey questions and student response regarding the student centered video assignment.

Table 2 . Student responses to the TED-Ed student-centered video assignment.

It is not clear whether the video format or the PBL learning approach associated with the assignment influenced student preferences and responses. However, this initial evaluation along with instructor evaluation of the assignment elements completed by the groups, suggests that students enjoyed the opportunity to engage in real world problem solving, gained insight, perspective and scope through group discussion and collaboration, and felt that they learned new skills in created the video.

Overall, this project received strong and positive evaluations from students that serve as a starting point for further development, use and evaluation of similar video creation assignments. A primary strength of this assignment and preliminary evaluation is that it offers credibility and feasibility of student-created videos as a learning tool in higher education. In addition to offering a fun, innovative and novel skill set in the way of video creation, the assignment may offer valuable means for students to develop skills in problem solving and collaboration. Such skills are necessary in the modern workplace where sophistication and complexity of problems is evolving and changing. Furthermore, the video assignment was perceived to be useful in addressing key competencies related to public health and health education which are also becoming more ambiguous and complex. Limitations to the study include the moderately sized sample of students as well as the limited number of students who completed the survey. Furthermore, the generalizability of these findings is limited by the fact that this research was conducted within a single university and a single course.

This assignment serves as an example of an innovative and complex assignment with implications and consequences related to learning but also to achieving high impact learning at the undergraduate level. In other words, undergraduates undertaking this assignment are forced to confront uncomfortable and often controversial public health issues that have no clear good or bad, right or wrong answers. Success is not dependent upon memorization of course concepts but on a students ability and willingness to identify and confront their own learning styles, expectations, and collegiality in working with the instructor, class mates, group members and tangentially, the population of people their video is meant to address.

Recommendations for Educators

The experience of the assignment from the perspective of the instructor offers guidance and caution for other educators willing or curious to take on such an assignment. First, explicit instructions along with a rationale should be given to students at the outset of the semester or work period. The basic components of a student groups, a real life problem related to the course topic and or discipline and a strategy for the development of video contents and video creation are all that are needed to develop a similar assignment. However, it should be noted that students in the course conveyed concern over the timeline, uncertainty in understanding assignment expectations, and in some cases, wanted to jump ahead in creating a video without utilizing the phases and elements. Providing a detailed map of the project ahead of time may ease student concern and better facilitate dedicated in class work time. In this regard, instructors should be willing and able to dedicate a significant portion of in seat class time (45–60 min per element) to group work in completing the elements of assignment. Other aspects of the assignment, such as accessing and viewing TED-Ed lessons and public health resources can be facilitated through an online course delivery platform, such as Moodle or Blackboard. A second recommendation for educators is to seek ways to extend the work of the video creation outside of the classroom. The ability to showcase and “test out” the video with a real target population was requested by the students. The ability to self-select a problem and to work on it in a deliberate way appears to raise interest and investment in the project among students. Finally, as an assignment fully entrenched in collaborative group work, care and consideration should be given to address students who are either uncomfortable or unwilling to engage fully and fairly in group work. Likewise, the instructor should acknowledge, address, and provide a model for handling disagreement within groups. A policy, for example, included in the course syllabus could provide a pathway for students to address concerns among themselves prior to contacting the instructor. The use of a self and peer evaluation that is included in the final course grade may also provide incentive or meaningful consequence for students who do not participate fully or underperform in the group work.

Instructor Reflection on Evaluation of the Assignment

The instructor reviewed and provided feedback to groups upon completion and submission of each element within each phase of the project. The video assignment work was intentionally designed to be low stakes, meaning that groups received a complete or incomplete for each element with the expectation that feedback given would be considered in the ongoing work, resulting in a strong and appropriate video. Only the final video was scored and included the self and peer evaluation. In this way, each group member receives his or her own unique score rather than a base score for the group. The evaluation matrix used for the final video displayed in class included assessment based on the 4 elements and the CEPH competencies. This included the representativeness of the information provided in the Dig Deeper element; the complexity and appropriateness of the Think element and Discussion questions; and the overall aesthetic value and quality of the video, it's length, and it's overall message. Graduate level courses could significantly increase the complexity and scope of the evaluation matrix to include elements, such as health and cultural literacy, sophistication, timeliness and appropriateness of the literature and resources used to develop the health education plan, and pre- and post-test elements to gauge viewer learning. Finally, anectodal evidence from student work, comments and discussion offer further support for this type of assignment. Students provided thoughtful, well-written, well-supported work that reflected the healthy struggle of reaching group understanding and agreement and to conceptualize difficult and complex problems.

Further studies should examine more closely the specific characteristics of the assignment that may cultivate benefit in learning and how student centered, problem based, collaborative course work around a short, audio visual rather than written assignment can be useful in attaining high level learning outcomes.

The use of a student centered video assignment may be a novel and innovative strategy to approach the development of problem solving and group work in the classroom. The assignment described here was received positively by students and offers insight into the myriad complexities of teaching about difficult, evolving, and sophisticated issues both in and outside of the health professions. The small but positive results of the student survey as well as the assessment of student learning witnessed by the instructor should encourage other educators to develop similar assignments and to undertake additional studies to evaluate the effectiveness, merits, and strengths of creating video in public health coursework.

Ethics Statement

This study was carried out in accordance with the recommendations of Grand Valley State University Institutional Review Board with written informed consent from all subjects. All subjects gave written informed consent in accordance with the Declaration of Helsinki. The Grand Valley State University Institutional Review Board approved the protocol.

Author Contributions

JV contributed to the conception and design of this study. JV managed the data collection of this study. JV organized the data. HW and JV wrote the first draft of the manuscript. JV and HW wrote the sections of the manuscript. HW wrote the second draft of the manuscript and completed all revisions.

Grand Valley State University will cover the open access publication fee.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpubh.2019.00312/full#supplementary-material

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Keywords: health education, pedagogy, undergraduate education, multimedia, public health competencies

Citation: Wallace H and VanderMolen J (2019) Teaching Health Education Through the Development of Student Centered Video Assignment. Front. Public Health 7:312. doi: 10.3389/fpubh.2019.00312

Received: 04 May 2019; Accepted: 14 October 2019; Published: 01 November 2019.

Reviewed by:

Copyright © 2019 Wallace and VanderMolen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Heather Wallace, wallaceh@gvsu.edu

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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Outrage as high school student is suspended just for using the term ‘illegal alien’ in class discussion.

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A 16-year-old North Carolina high school student says he was suspended just for saying “illegal alien” while discussing word meaning in English class — possibly ruining his chances of landing a college sports scholarship.

Christian McGhee, a student at Central Davidson High School in Lexington, received a three-day suspension last week after he used the term in English class, the Carolina Journal reported .

His mother, Leah McGhee, said his teacher had given an assignment that used the word “alien,” and Christian asked: “Like space aliens or illegal aliens without green cards?”

Another student reportedly took offense and threatened to fight Christian, so the teacher took the matter to the assistant principal, according to the Carolina Journal.

Eventually, his words were determined to be offensive and disrespectful to Hispanic classmates, so he was suspended.

 “I didn’t make a statement directed towards anyone — I asked a question,” Christian told the outlet.

“I wasn’t speaking of Hispanics because everyone from other countries needs green cards, and the term ‘illegal alien’ is an actual term that I hear on the news and can find in the dictionary,” he added.

The suspension may also affect the student-athlete’s prospects of securing a college sports scholarship, the Journal noted.

“Because of his question, our son was disciplined and given THREE days OUT of school suspension for ‘racism,’” Leah wrote in an email describing the incident.

“He is devastated and concerned that the racism label on his school record will harm his future goal of receiving a track scholarship. We are concerned that he will fall behind in his classes due to being absent for three consecutive days,” she added in the message, which was shared with the outlet.

The irate mom said the assistant principal has refused to remove the suspension from the boy’s record, so the family has hired an attorney.

On Tuesday, Leah appeared on “The Pete Kaliner Show,” which airs on radio station WBT, and said her family had once lived in England, and Christian mentioned how Britons also need green cards to live in the US, Newsweek reported . She said she and her husband told the assistant principal that “illegal alien” is a term their son can look up in a dictionary. “It is a term used as federal code, and it is a term that is heard frequently on many news broadcasts,” Leah said on the show. “I feel that if this was handled properly in the classroom, it could have easily been used as a teachable moment for everyone.”

Republican state Sen. Steve Jarvis said he has contacted the school district superintendent about the matter — but he has not yet taken a stance on what should be done.

“I do not see that that would be an offensive statement, just in getting clarification,” Jarvis told the Journal. “But there again, I don’t know. I don’t know the situation of this particular incident.”

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The popular X account Libs of TikTok also weighed in by saying Christian’s record could be “damaged” by the brouhaha over political correctness.

“Please support this based student by helping to raise awareness to his story!” the conservative account wrote in the post, which has received more than 4 million views.

Among those to respond was X owner Elon Musk, who wrote: “This is absurd.”

Conservative personality Ian Miles Chong called it “insane.”

“How does one get suspended for using the term illegal alien?” he asked.

Libs of TikTok added: “Hopefully North Carolina officials can step in and ensure his record isn’t tarnished in any way because he’s trying to secure an athletic scholarship for college.

“He should not be persecuted for using the correct term just because the left is trying to change our entire language,” the account added.

A staffer at Central Davidson High School told Newsweek that they could not comment about a specific student due to federal protections.

“Please know that Davidson County Schools administrators take all discipline incidents seriously and investigate each one thoroughly,” the rep told the mag. “Any violation of the code of conduct is handled appropriately by administrators.”

The student handbook says that “schools may place restrictions on a student’s right to free speech when the speech is obscene, abusive, promoting illegal drug use, or is reasonably expected to cause a substantial disruption to the school day,” the Carolina Journal reported.

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