m&l webinar: student-generated video in a higher education setting
TRANSCRIPT
Our situation
The choices we have made in the use of video
SWOT
Future developments
Questions
Our situation:
Our situation – 2. What we do
The iPad plays a key role
Our situation-3 The iPad
Choices we have made
Student video recordings for self analysis and peer-
assessment
Students own the video as it was produced with their
personal devices.
Sharing through Dropbox or via private YouTube
channels
Public showing in private session with teacher, in groups
or in class.
Choices we have made - 2
We do NOT train video specialists
Video is a tool and its use is limited to the level of the skills of
the average computer user
Students need to generate video content for their own
language learning process.
Professionally created videos for instruction purposes
Presentation training – the use of an attention
getter
Video fragment stud-vid-prt-1.mp4
Your team represents an events organising company.
Your role is to pitch the company’s proposal to organise a welcoming party for
the Brazilian students to meet with faculty and students of the Hague university.
Record a video of no more than 90 seconds with an attention getter and an
outline of the plan.
The prospects: Dr Halsema, dean of Faculty and Dr Gutman, course leader.
A video assignment from one of our courses
After video has shown proceed with pptx-2
Language learning objective: enunciation
Video fragment: stud-vid-prt2
The food project objectives
Satisfaction in the performance of a creative act
• Obtaining information from websites and paper-based sources.• Describing and explaining food preparation processes.• Presenting information attractively in the shape of a report and a video.• Speaking clearly and writing accurately• Assessing the quality of speaking, writing, video production and food
preparation.
The aim to learn English comes second to the desire to create
attractive video
Creating the video takes more time than reaching the
language learning objective.
Technical problems may be used to explain and sometimes
are a genuine reason why deadlines are missed or products
do not materialize.
High quality video costs money
Video fragment Stud-video-prt 3
The quality of personal video is increasing while the level of
video skills required is becoming lower.
More forms of networked learning will be made possible by
collaborating in a-synchronous video production
Synchronous real-time video collaboration is becoming a
viable option between residents of countries of more or less
similar time zones.
Options for learning independent of place and time.
Cost of personal communication devices causing a further
divide between the haves and the have nots.
Institutional policies that insist on continuing the traditional
paradigm of teacher led education
Traditionalism that does not accept that communicating via
images is a valid means of academic discourse.
Students acquiring competencies and skills sets that do not fit
a traditional curriculum and assessment procedure.
Networked learning with pop-up ‘classes’, i.e. users who
want to achieve a similar goal that convene on the
internet and exchange information contained in images
(video) / synchronous video
Networked learning with pop-up ‘classes’, i.e. users who want to achieve a
similar goal that convene on the internet and exchange information
contained in images (video)
High quality (video) content provided by the educational
publishers (Cambridge, Pearson, etc.)
Networked learning with pop-up ‘classes’, i.e. users who want to achieve a
similar goal that convene on the internet and exchange information
contained in images (video)
High quality (video) content provided by the educational publishers
(Cambridge, Pearson, etc.)
Learning challenges with assignments, deadlines and
learning guidance through face2face moments with
teachers as coaches offered by Higher Education.
Stud-vid-end.mp4