Digital Videos can play a number of important roles in the classroom learning context. Some of these uses are outlined by Kearney & Shuck (2006). “Digital video has a range of common usages in schools, in particular for communication, observation and analysis, and reflection”. The digital video making program that I used is Windows Movie Maker. This program is fairly straight forward and has a number of help tutorials available to new users. Basically, you start by importing images and music into your movie maker bin. From here it’s simply a matter of dragging and dropping the images into order, adding sound, and text. The following is an example of a movie I made using Windows Movie Maker.When using digital movies in the classroom context it is imperial that the movie matches up to the core curriculum content you are teaching. Videos should be used as a tool to enhance learning, not as a stand alone teaching method. This is outlined by Hedberg (2006)"Instead of using ICTs just for presenting and representing information in a variety of modalities, it is important to explore their capacity for generativity, for enabling learners to construct their understanding of phenomena". When presenting a video to your class you can use it to create interest, present information in an engaging and exciting way, communicate a variety of views, summarise previously learnt information, or to evaluate learning.
When instructing students to create a video, the authenticity of their work is increased. This makes their work more meaningful, engaging and interesting to them. Furthermore, by creating digital videos students have the opportunity to display their work to a wider audience. This allows for greater feedback as well as a greater sense of accomplishment for the students.
Reference:
-Shuck, S. and Kearney, M. 2004. Student's in the Directors Seat: Teaching and Learning across the School Curriculum With Student Generated Videos. [on-line]. Retrieved 20, July, 2010. From, Central Queensland University, http://www.eddev.uts.edu.au/teachered/research/dvproject/pdfs/ReportWeb.pdf
-Hedberg, J. (2006). Searching for Distruptive Pedagogies: Matching Pedagogies to The Technologies. [on-line]. Retrieved 10 July, 2010, From: Curriculum Leadership Website; http://www.curriculum.edu.au/leader/default.asp?id=18898
Hi Leah,
ReplyDeleteI have just finished blogging about digital videos and now realise what a terrific tool they are for use within the classroom. According to Kearnsey and Shuck (2006), digital video can be used to help engage and motivate learners due to the different nature of the task. They also mentioned that digital video creation can be performed by students collaboratively or individually. I personally really like this tool and think that it is a wonderful way to get students thinking while exciting them at the same time. What are your thoughts?
Hi Leah
ReplyDeleteI like your ideas for the classroom a good thing about YouTube is it can be a great hook for the learners. My only concerns which i blogged about is that the YouTube video should be downloaded by the Teacher first as some content on YouTube may not be suitable for viewing so this digital tool would have to be supervised to ensure student safety and teacher and duty of care. Kearnsey and Shuck are not referenced just to reminder.
Amanda
Amanda
Hey Jasmine,
ReplyDeleteI really enjoyed reading your blog on digital videos. You have some very interesting points. I especially love the way that videos can add so much more to a learning experience including increasing engagement and motivation levels. This as we know makes for happy, easily managed little learners. I also found that Kearney and Shuck provided some excellent points about digital videos and I too used them as references. One thing I noticed on your blog is that you forgot to reference your source at the end of your blog. Thanks for the enjoyable and informative blog.