using video in lta florence dujardin 4 december 2013

Using Video in LTAFlorence Dujardin4 December 2013

Overview

• Design considerations– Three i’s– Continuum of control

• Practical skills – Types of video: beyond the talking head– Storyboarding – Managing YouTube videos

Frameworks

Integrate with learning tasks

Review with learners in mind

Decide what (sections) to use

Organise resources

Design

• “The pedagogical challenge faced by teaching staff and practitioners is… to design meaningful learning events.”(Young & Asensio 2002)

Three i’s (Young & Asensio 2002)

• Interactivity – what do you expect students to do?

• Integration – what is the workflow?

• Image – what kind of video?

Pre-viewing• What to show? For

how long?• Prepare students• Focus attention

Viewing • In or outside class• Alone or in group• Keep students

active – eg grid or note-taking

Post-viewing• Discuss• Quiz / assessment• Annotate• Create evidence

for e-portfolio

Interactivity and workflow

http://www.jiscdigitalmedia.ac.uk/movingimages/advice/using-video-in-teaching-and-learning/

Continuum of control

illustratedemonstrate

Instructivist pedagogy – in classrooms

illustratedemonstrate

Tutor control

add valuecreate

annotate

Constructivist pedagogy – over networks

Learner control – student as producer

pause/replayuse anywhere

Flipped classroom

Smartphones give you (and your students) wings for video productionCochrane, T. & Bateman, R. (2010) Smartphones give you wings: pedagogical affordances of mobile Web 2.0. Australasian Journal of Educational Technology, 26 (1): 1-14.

Video typesand practicals

What kind of video?

• ‘Talking head’• Cut-out animation (eg L Lefever)• Photo montage (eg Animoto)• Recording procedures

– drawing a diagram– dissecting

• Screencast (software demo)– SPSS– Social bookmarking

• Live meeting (eg Google hangout)

Talking heads

Do you really want to?

http://www.nngroup.com/articles/talking-head-video-is-boring-online/

Storyboarding

Click icon to add picture

Divide a page in 6 or 9 sections, and sketch out how the story unfolds. Give a sense of how the various screen-shots and props are used and sequenced.

Talking heads… with props

• Your task? Storyboard this video retro-actively. Include different types of props and head-shots

https://www.youtube.com/watch?v=_HqvE6uye1Y#t=18

Your worksheetThink of a specific learning outcome, topic or activity that would be enhanced by using video. Then assess the suitability of various video formats to support learning outcomes and student engagement. Think student production too!

Visualizers

https://www.youtube.com/watch?v=1dDjnqzEicg

https://www.youtube.com/watch?v=FOy_OgjdYzE

Cut-out animations

• For the camera-shy

• Focus on objects rather than on speakers

http://www.youtube.com/watch?v=D-A1l4Jn6EY

Photo-montage (Animoto)

http://animoto.com/samples/education/8omy0QSHvMn55l8nPPnZZQ

Live video (eg Google+)

• Involve alumni or business people in the delivery of lectures by using live video links

• Some quite famous people use it!

Screencasting

• “a digital movie in which the setting is partly or wholly a computer screen, and in which audio narration describes the on-screen action” (Udell, 2005)

http://bit.ly/1gBFFsi

Managing YouTube videos

Playlists Subscriptions

Thank you.Any questions or comments?