Assessment Task 1.3

This week we explored pictures, voice recording and video use in the classroom.

I have decided to focus on video for the third embedded task as it is such a versatile tool. 

We can now easily create personalised videos that combine the effects of pictures and voice recording. Videos can be made using static images and voice over/music or capture real life. They are easily created and edited via programs such as Windows Movie Maker, YouTube editor, iMovie or a multitude of apps that can be downloaded to smart phones/tablets. With videos you can present a large amount of information in a compact presentation.

Videos are not a multi-author tool in the sense of wikis. Certainly, people are able to work together on a video, but it will often be in different aspects (one in charge of filming, one in charge of dialogue etc).

I used Windows Movie Maker on my desktop to create a video that documented my dogs experience with motherhood. I tried to upload it via the 'insert a video option' but it wouldn't load onto blogger. So I uploaded it to my newly made youtube account and added it below.

I was able to easily add captions and select music from the free archive. The program also allows you to create videos from a webcam and/or upload videos from your phone/computer.  Simple animations and visual effects in the style of PowerPoint can be added as well. From my exploration I could not find any privacy settings to apply, so if that is needed, perhaps a more advanced program needs to be used. *Update, as I had to use YouTube for uploading the video, I can report that there are privacy settings available: public, unlisted and private.

As I had no previous experience with the program, I think it is very easy to use as the layout is simple and there isn’t an overwhelming amount of options. I believe this makes it straightforward tool for students to use in the classroom.

There are a number of ways you can use videos in the English and Home Economics classroom. 

You can:

*record lectures

* develop instructional video

* make faux interviews

*record oral presentations

*record role plays

* make a movie based on a story or poem in class

*write an original script and film it

*create a vlog (video log)

If we look at video via the SAMR model:

Substitution: Showing a video of Jamie Oliver chopping an onion instead of physically showing students.

Augmentation: Students can record the process of cooking a recipe from start to finish and share on blog/web page.

Modification: Students can record an oral presentation on video instead of front of class. Allowing them to perfect their speech and mannerisms before submitting for assessment.

Redefinition: Teacher can used flipped classroom method and record lectures for students to watch at home, freeing up time in the classroom to work on what would traditionally be homework.  Students are then able to re-watch lectures in order to gain better understanding.

Using videos in class can not only provide students with film making skills but also allows them to learn transferable life skills such as, collaborative working, research skills, organisational, technology, and problem solving skills.

 Willmot et al (2012) show that there is strong evidence that digital video reporting can inspire and engage students when incorporated into student-centred learning activities through:

·  increased student motivation

·  enhanced learning experience

·  higher marks

·  development potential for deeper learning of the subject development potential for deeper learning of the subject development potential for deeper learning of the subject

·  development of learner autonomy

·  enhanced team working and communication skills

·  a source of evidence relating to skills for interviews

·  learning resources for future cohorts to use

                                                                             Sources

The University of Queensland (2015). Pedagogical benefits. Retrieved from

http://uq.edu.au/tediteach/video-teach-learn/ped-benefits.html

Willmot, P., Bramhall, M., Radley, K. (2012) Using digital video reporting to inspire and engage students. Retrieved from http://www.raeng.org.uk/education/hestem/heip/pdf/Using_digital_video_reporting.pdf