1 ch5 learning by visualizing with technology: recording realities with video

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CH5 Learning by Visualizing With Technology: Recording Realities With Video

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Outline

1. Broadcast TV (Learning From) vs. Videography (Learning With)

2. Video Hardware for the Classroom

3. Video Learning Activities

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1. Broadcast TV (Learning From) vs. Videography (Learning With) Television

The Case for Television (Jonassen, 1982) Teachers should preview and evaluate progra

ms before using them; prepare students for learning from television by

• introducing new vocabulary• Providing overviews and advance organizers• Remain with students and encourage active viewing of th

e television program• Follow up the program by summarizing, reviewing, discus

sing, and evaluating the content

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The Case Against Television Television’s negative effects had the greatest impact on

advanced cognitive abilities• Displaces leisure reading• Requires less mental effort than reading • Reduces children’s attention span and tenacity in

solving problems

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The Case for Video A variety of social values of producing videos in schools

• Improving students’ self-confidence by planning video productions in class

• Producing feelings of self-satisfaction• Providing valuable feedback to students about how

others perceive them • Fostering cooperative learning while sharing ideas,

planning and producing programs, and evaluating outcomes

• Providing great public relations at open houses and other school functions

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2. Video Hardware for the Classroom

Camcorders 攝錄相機 Projectors 放映機 / Televisions Editors Microphones

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Camcorders

• Camcorders (camera-recorders) are portable electronic recording systems that are capable of recording live motion video and audio for later replay by VCRs(video-cassette recorders) or computer.

• Computer had to be equipped with a video board that would convert the analog signals into digital.

• Today, most camcorders record images digitally.

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Projectors/Televisions

• Although most camcorders are capable of playing back recorded videos in the viewfinder, viewing through here is limited to a single individual, and the quality is not very good.

• Learning through video is completed when students critique and reflect on their productions, so you will need to acquire a large television set or LCD projectors for playing back student productions for the class.

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EditorsConnecting a mini digital videocamera to your co

mputer Importing videoEditing video

• Selecting video• Arranging video clips in a movie• Transitions• Titles• Adding video effects• Adding and editing audio

Exporting • Exporting to the camera• Saving a movie as a QuickTime file

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Editors (Cont.)

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Editors (Cont.)

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Microphones

• The built-in microphones tend to be very sensitive, you may also record camera and operator sounds (breathing, talking, giggling, walking), which can be distracting to the message you wish to record.

• So, you may want to purchasing a microphone or two.

• Moving the microphone closer to the source of the sound improves the quality of the sound.

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3. Video Learning Activities

1. Jasper and Scientists: Anchoring Instruction2. Newsroom3. Student Talk Shows4. Digital Storytelling (by Kate Kemker)5. Personal Documentaries6. Video Theater: One-Act Dramas7. Video Modeling and Feedback8. Teachers as Videographers: Creating Contexts for

Learning9. Videoconferencing: Communicating Through Video

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Jasper and scientists : anchoring instruction

• Learning activities• Learning processes• Problem-solving processes• Teacher roles

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Newsroom

• Learning activity • Learning processes• Problem-solving processes• Teacher roles

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Student Talk Show

• Meeting of minds• Learning processes• Problem-solving processes• Teacher roles

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Digital Storytelling

• Meeting of minds• Learning processes• Problem-solving processes• Teacher roles

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Personal Documentaries

• Record problems in search of solutions• Learning processes• Problem-solving processes• Teacher roles

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Video Theater: one-act dramas

• Learning activity• Learning processes• Teacher roles

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Video Modeling and Feedback

• Learning activity• Learning processes• Problem-solving processes• Assessing learning through video feedback

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Teacher as Videographers: Creating Contexts for Learning

• Learning activities

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Videoconferencing :Communicating Through Video

• Videoconferencing – From discourse communities– Supporting communities of practice

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Conclusions

• Participate in all of the activities that are involved in shooting and producing videos

• Receive encouragement to be as creative as possible in their productions

• Use video to provide feedback on their performance• Reflect on and analyze the ideas and skills that they

have learned