Week 4 - Video Reflection

What an adventure I had with this e-learning tool! I was confronted with recurrent errors when saving the movie as a video file but after making my video multiple times, deleting then re-copying my image, video and music files and downloading the software on different computers I managed to finally make this video! Yay!!






What is it?

A video is a movie or other piece of material recorded on videotape. Videos are a powerful and dynamic e-learning tool that can enhance learning in today's classroom when Bloom's taxonomy is applied.

Videos about a range of topics are available from sites such as
 
- Teachertube
- Youtube
- Edutopia
- Classroom Clips
- neoK12
- CosmoLearning
- Google Educational Videos
- Explore.org
- TED-ed

I have used a PMI tool to analyse the use of video in the classroom.

Plus	Minus	Interesting
Caters for the visual and auditory learner	Students may be distracted by the images on screen and tune-out to what is being said	All of today’s learners view video daily so it is a tool that is relevant and engaging for them
Relatively easy to record a video	Creating a movie file can be quite difficult as you may need to convert files and figure out technical glitches. Needs a lot of time to ensure students complete the task	Certain tools (i.e windows movie maker) do not accept formats from other companies (i.e apple) so a different software would be used next time
Students can demonstrate their declarative and procedural knowledge through a movie format	May be confronting for a child who is introverted	May be a good alternative to standing up in front of the class to give an oral presentation. Students can watch it back together. Requires parental consent to video their child.
Video can be of any length of time. Not limited	Creates large files that require a lot of time and space to upload	Files cannot be uploaded online without explicit parental consent.
There can be any number of students involved in making a video. Great collaborative task	Is quite expensive. Need to have a device to create a video	Encourages learners to work together which opens learners up to ideas that they wouldn’t have thought of otherwise

Ways we can use Video in the classroom

Here is a presentation that examines video as an effective tool to facilitate learning.

Using Video in the Classroom from Synergy Broadcast Systems


http://www.nhptv.org/kn/itv/howtoitv.htm

Ways to use video in the classroom 

 

 

When using videos in the classroom you need to carefully consider the productive pedagogical implications of using that video. What is your intention? When used effectively videos can help learners develop both procedural and declarative knowledge.

 

 

Procedural knowledge - teacher can make a video of a child completing a maths problem incorrectly and ask students to pinpoint the moment where the student made an error and what she should have done instead. Alternatively the teacher could present two videos and ask students to decide which one shows the correct way of figuring out the problem.

 

Declarative - learner presents their project on the weather to the class. It includes sections on who, what, where, when, why and how. The student answers questions at the end from other students.

 

Schwartz and Hartman (2006) outlines 4 ways that digital video can be designed for learning and assessment. They are

 

Seeing

 

Students can be exposed to unfamiliar objects or concept through a tour-like video. It can be extended to asking the students to comment on which parts/objects/concepts they had seen before. This is a great way for a teacher to identify prior learnings and provides a starting-point for further inquiry. It gives learners the opportunity to see things they couldn't before and provides details that they may have otherwise overlooked (Unthink media, 2011).

 

Engaging

 

Engagement increases both extrinsic and intrinsic motivation. The video would be aimed at developing the students' interest in the topic and encourage them to want to find out more about it. Students can be shown a video as an introduction to a unit of study. Teachers could start by discussing prior learnings with the students and giving them a brief overview of what will be covered in the video. Teachers need to ensure that the information presented in the video is relevant and meaningful to the learner

 

Doing

 

Video is a great tool to demonstrate desired behaviours. It can also be used to achieve outcomes in attitude and skills.

 

Students will form their attitudes from videos as well as prior knowledge so ensuring that the video presents the desired learnings in a successful and enabling way is very important. For example a video that models students working effectively in teams is built on the assumption that students have the ability to identify key elements from that video (eg. taking turns to talk, each person finding information, etc).

 

Students also learn through video modeling how to perform a specific task. The example above in the procedural knowledge section can be classed as a "doing" task.

 

Another example is that students are given a video of how to make a presentation using an ICT tool such as Glogster. The teacher first presents the video to the whole class then asks students to go make it themselves. Students are able to watch the video again as many times as they like keeping in mind parts that they found easy as well as those that were more challenging. Furthermore the student would have the ability to slow down, pause, skip forward or backward on the video depending on their needs.

 

 

Furthermore, asking students to show another student from a different class how to make a Glogster would satisfy the cognitive domains remembering, understanding and creating in the revised Bloom's taxonomy. Students are required to recall the steps they took and information they now know about the program in able to successfully explain how a Glogster is made.

 

Saying

 

This is verbal or declarative knowledge. Videos that include association paradigms and analogy such as Sesame Street, chronicles, commentary and expository videos are ideal for focusing on the "saying" learning outcome.

 

Providing students with clear parametres around what to include in their Glogster (such as who, what, where, when, why sections) alongside the video task would promote the acquisition of declarative knowledge of the subject (African animals) as well as procedural knowledge (ability to use ICT tool). However it is important to consider the implications for students who have trouble navigating through the video tutorial and how to ensure they have the opportunity to demonstrate their declarative knowledge about their chosen animal. Including an video presentation in the lesson, where learners' have to explain to the class what animal they chose for their Glogster, as well as evaluating what parts they found easy/hard to do would satisfy the remembering, understanding and analyzing categories in the revised Bloom's taxonomy.  

 

 

Denning (n.d.) states that videos can be used to

-          demonstrate specific manual skills or physical processes

-          can provide access to situations and experiments that would be otherwise too dangerous or expensive for learners to experience

-          simplify complex ideas by using animation, graphics or clay-mation.

-          Reveal hidden worlds

-          To model positive behaviour and as a motivation for students

-          To engage students during introducing a topic

-          Reviewing previously studied materials

-          Promote messages of critical issues or focus topic

-          Access affective domains as specified in Bloom’s taxonomy

-          Examine controversial issues

-          Promote class discussion

 

 

Remember...

 

 

 

Teachers need to ensure that they have parental consent to video learners. Placing clear parametres around the content of videos as well as how the videos will be used needs to be outlined to parents as well as senior staff.

 

Teachers also need to ensure that they have viewed all videos in full that are intended to be shown in the classroom and that they comply with the schools policy of ratings standards. Furthermore the teachers needs to have parental consent to show videos where the rating exceeds G in primary school.

 

If the video is available online via a site such as Youtube the teacher needs to ensure that any ads or materials present on the site be of an acceptable nature for their learners. Alternatively videos available on Youtube can be downloaded to iPads or applications such as Prezi, removing possibly unacceptable ads.   

 

When learners are making videos in the classroom there are strict child safety and privacy laws that need to be followed. Videos that have images or moving motion of children in them are unable to be uploaded online as they breach strict privacy laws. Also, if learners put material from other sources into their videos they need to ensure that they are referenced and the source of the images/videos are clearly cited.



 

References

1. Schwartz, D.L., Hartman, K. (2007). It is not television anymore: designing digital video for learning and assessment. Video Research in the Learning Sciences, 1-25.
2. Denning, D. (n.d.). Video in theory and practice: Issues for classroom use and teacher video evaluation. InNATURE Productions.  Retrieved 25 March 2013 from http://www.ebiomedia.com/downloads/VidPM.pdf
3. Unthink Media (2011). Articles:It’s Not Television Anymore: Designing Digital Video for Learning and Assessment. Retrieved 3 April 2013 from http://wiki.unthinkmedia.com/index.php/Articles:It%E2%80%99s_Not_Television_Anymore:_Designing_Digital_Video_for_Learning_and_Assessment