using video in education
DESCRIPTION
The presentation regards the ways for the pedagogical use of video in class and the benefits of publishing and disseminating videos in social networks. Video is a “social object” inspiring and motivating students, cultivating dialogue, rating, polls and sharing in learning communities. Enabling school communities to present and disseminate their projects could make them available to each citizen. Therefore, video activates the students’ participation and communication, enhancing their creativity and collaboration. Furthermore, video is a “learning object” supporting interactions, providing opportunities to gain an insight into ideas, content and events, engaging in conversations with people all over the globe who share similar interests, passions, problems and experiences. So video is an essential tool for the development of educators’ “Professional Learning Networks” (PLN).TRANSCRIPT
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Using Video in Education
Sofia Papadimitriou
Digital and Social Media Educational RadioTelevision Ministry of Education,
PhD Candidate School of Humanities Hellenic Open University
@sofipapadi
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Pedagogical Use of Video
Using media to support learning from pre-school through to University
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Technologies and pedagogical methods
Γνωστικός
Συμπεριφορισμός
• 1-1communication
• Mass Media :
• Press, Radio, TV
Constructivism
• Ν-Ν communication
• Conference
• sound, video, Web
Connectivism
• Web 2.0
• Social Networks
Using media to support learning from pre-school through to University
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The rise of the Networked Society - Castells, 1996
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Pedagogical framework
Bloom’s taxonomy revised Bloom’s taxonomy
Using media to support learning from pre-school through to University
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Using media to support learning from pre-school through to University
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A. Introductory activities: to engage, stimulate and motivate students.
B. Activity based clips: directly related to an explicit learning activity which the teacher will recognize and wish to use.
C. Affective domain clips: encourage or facilitate empathy and emotional engagement on the part of the viewer.
D. Conceptual enablers: enable the teacher to focus learning activities around cognitive ideas such as analysis, synthesis, extrapolation, interpretation.
E. Visual and spatial clips: provide clear visual images, imagery and representations.
Using media to support learning from pre-school through to University
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A. Introductory activities
1. Hook/stimulus’ clips(clips that might grab attention/aid to stimulation) – any of the following features:
Shock/surprise/delight
Creating a sense of suspense/uncertainty
Posing a problem or issue to be resolved (but without the resolution at this stage)
2. Signpost videos (Koumi)
As an introduction to the topic/or as a plenary
To provides a focus: i.e. what to look for in the rest of the video or topic (this could be in commentary of with visual clips)
To providing a rationale for a topic – e.g. why are we studying this?
To flag up what is coming later (‘distant signposts’ – Koumi)
Using media to support learning from pre-school through to University
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Using media to support learning from pre-school through to University
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B. Activity based clips
with rich visual or audio content that learners could be asked to identify, spot
that facilitate close observation skills (e.g. spot this)
that show other times and/or cultures
Using media to support learning from pre-school through to University
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C. Affective domain clips
Sensitise and emotionalise:
signal a change of mood, tempo or topic
highly emotional, charged clips (with a rationale)
stunning, wow factor clips (incredible landscapes or wildlife depictions)
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D. Conceptual enablers
Predicting clips: they can be stopped at a point where student is asked to
predict what happens next.
Compare and contrast (similarity and difference)
Extrapolate and predict (encourage learners to consider what would happen if this was to be extended into the future )
Interpretation (require the learner to explain what is happening)
Using media to support learning from pre-school through to University
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E. Visual and spatial clips
Special geographic significance
e.g. specific places, sites, events, festivals
The world around us
Natural history, Our Planet
Clips with a strong visual representation
works of art, maps, objects
Instructional (how to do things),
cook, sports technique, use software, learn a language
Clips illustrating dynamic phenomena
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Use of Video and active learning
Using media to support learning from pre-school through to University
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Learning requires the active, constructive involvement of the learner
Using media to support learning from pre-school through to University
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Designing Learning Environments
INTERNATIONAL ACADEMY OF EDUCATION,
INTERNATIONAL BUREAU OF EDUCATION, Unesco (2002)
Using media to support learning from pre-school through to University
It is a challenge for teachers to create interesting and challenging learning environments that encourage the active involvement of students.
Learning is primarily a social activity and participation in the social life of the school is central for learning to occur.
People learn best when they participate in activities that are perceived to be useful in real life and are culturally relevant.
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Video is a “social object”
Using media to support learning from pre-school through to University
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Using media to support learning from pre-school through to University
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Publishing video …on “your channel”
Using media to support learning from pre-school through to University
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Using media to support learning from pre-school through to University
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Disseminating video
Using media to support learning from pre-school through to University
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…in social networks
Using media to support learning from pre-school through to University
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Participating on
i-create
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Commenting on
i-create
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Evaluating on
i-create
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Evaluating on
i-create
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Disseminating in
social networks
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Mentoring on
i-create
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Video in Social Networks
Inspires and motivates students.
Cultivates dialogue, rating, polls and sharing.
Enables school communities to present and disseminate their projects, making them available to each citizen.
Activates participation and communication.
Supports creativity and collaboration.
Emerges the “wisdom of the community”
(crowd-sourcing)
Using media to support learning from pre-school through to University
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Video is a “social object”
Google+
Blog
Wiki
Scoop.it
Vimeo
YouTube
Dailymotion
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Video is a “learning object”
Using media to support learning from pre-school through to University
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Embedding video in web based learning environments
Using media to support learning from pre-school through to University
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Participating in Communities of Practice
Using media to support learning from pre-school through to University
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Developing your Professional Learning Network (PLN)
A PLN is the people who connect through social media to exchange ideas, communicate, collaborate and advance our professional development.
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Video in Professional Learning Networks (PLNs)
Supports interactions.
Provides opportunities to gain an insight into ideas, content and events.
Engages you in conversations with people all over the globe who share similar interests, passions, problems and experiences.
Using media to support learning from pre-school through to University
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Επαγγελματικά Δίκτυα Μάθησης
Web Based Περιβάλλοντα
Μάθησης
Εκπαιδευτικοί Πόροι
Video is a “learning object”
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Using media to support learning from pre-school through to University