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Breaking Away From the Blackboard. Using Video in the Classroom. What is Video?. Electronic medium that can be stored and viewed on various electronic devices. Used for the recording , copying and broadcasting of moving visual images Typically stored as files with extensions such as . wmv
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Breaking Away From the Blackboard Using Video in the Classroom
What is Video? • Electronic medium that can be stored and viewed on various electronic devices. • Used for the recording, copying and broadcasting of moving visual images • Typically stored as files with extensions such as • .wmv • .mp4
Why use video? • Improved learning and study habits • Positive student attitudes toward learning • Increased learning performance • Main reason: • Student control over when and where they learn • Student control over the pace of learning • Student control over what they need to learn (Kay & Edwards, 2012)
What does it look like? Ascreen shot of a video, Schoolhouse Rock talking about the Electoral College, that is hosted on YouTube. Note the pause button on the left ( || ) that gives the student the ability to control the pacing of the content. (Electoral college kids civics lesson cartoon - Schoolhouse Rock, 2011)
Do you always have to make the videos? • No. There are a lot of sites that already contain videos that may help your student’s learning • YouTube • MonkeySee • SchoolTube • TeacherTube • When using videos created elsewhere: • Ensure that you have the rights to use it in class • Ensure that you have reviewed video for correctness and appropriateness
Can you make your own? • Yes! And it doesn’t have to be hard or expensive. • What kind of camera do you need? • $20K 3-dimensional camera • $400 digital video camera • $30 webcam • None… (Pictures from Amazon.com)
Videos without using a camera • It is relatively simple to create a video based off a presentation and a narration • PowerPoint or other presentation with recording software • Record narration as the presentation proceeds • Only costs your time • Can be uploaded and stored online for access by students outside of school • Software combinations include • Microsoft PowerPoint and TechSmith Jing (Jing, n.d.) • Microsoft PowerPoint and ProfCast (Presentation software, n.d.)
What do you need to do? • Create a presentation that contains the necessary content • Remember whitespace • Ensure that the content flows well • Include imagery that supports the content • Create the narration • Write down what you want to say for each slide • Ensure the narration and slide content match • Mark the end of each section of content so you know when to go to the next slide • Practice!
Before creating your final recording • Review the documentation on the recording tools to ensure you know how to work it • Once you are comfortable with the flow and speed of the presentation, practice recording it. • Many of the free tools have a limit on the length of recording (typically 5 minutes) • Don’t be afraid to do it multiple times, it is rare that the first time you record that it goes perfectly.
Record the final video • Complete the recording process • Review the video to ensure: • Pacing is correct • There is ample time to read the screen when it contains text • The title and reference pages (if present) are readable as well • If the recording does not seem right, feel free to do it again! • At some point there is a point where it is “good enough.” Don’t require perfection, that could lead to frustration.
Publish the finished product • Ensure that there are appropriate pre and post-viewing supportive learning and planned discussions • Upload the finished video • Each recording software likely has a free preferred publishing site • Host the video on a school-hosted system • Upload to a free site such as SchoolTube, TeacherTube, or YouTube • Publicize the Url
Reassess after completion of unit • Validate that the objectives are met by reviewing the results of any assessments that measured the video content. • Note any gaps between objectives and results • Can be solved with enhancing and redoing video • Can be managed with pre or post video assignments and/or discussions • Document the experience. • Support for you next time you use the video • For advice if sharing the video with other teachers
Conclusion • Videos give students an opportunity to control their own learning, thus giving them more engagement and positive learning outcomes • Already created videos can be found online • Teachers can create their own videos and provide them to the students
References • Electoral college kids civics lesson cartoon - Schoolhouse Rock. (2011, Dec 06). Retrieved Dec 07, 2013, from YouTube: http://www.youtube.com/watch?v=ZFJ2e82Nvnw • Jing. (n.d.). Retrieved Dec 07, 2013, from TechSmith: http://www.techsmith.com/jing.html • Kay, R., & Edwards, J. (2012). Examining the Use of Worked example video podcasts in middle school mathematics classrooms: A formative analysis. Canadian Journal of Learning and Technology, 38(3). • Lever-Duffy, J., & McDonald, J. B. (2011). Teaching and learning with technology. Boston: Pearson Education, Inc. • Presentation Software. (n.d.). Retrieved Dec 08, 2013, from ProfCast: http://www.profcast.com/public/index.php