Videos in the classroom

12/1/2014 Crefoc Nabeul

VIDEOS IN THE CLASSROOM

Uses And Guidelines Based on web resources By: Romdhani Faten

Why?

Videos are powerful communications medium and can perform a vital role in modern education

The affective learning and motivation may be influenced strongly by the choice of media

This may influence, in turn, how enthusiastically and successfully students engage in learning activities


Thus, video can be an important media for motivation

It can also help to promote discussion and reflection about personal values, or personal connections to the topic under consideration.


Strengths of the video

Video can present visual information that is difficult to convey in other ways

It provides a sense of “being there”

A student who hears and sees the suffering of African famine victims will likely be more affected than one who reads simple textual information about it.


According to Fisch, 2003:

“Viewers outperformed non viewers in solving problems and produced more sophisticated solutions.”


How can use videos in the classroom?

1-

• Can be used to illustrate how sth works

• Provides information in detail that text and graphic cannot

2- • Can show real life examples

• Grab students’ attention

3- • Stimulate discussions

• Appeal to the learning styles of visual learners


4

• Enhance problem-based learning


However

video viewing without proper instructional practice and planning can have all of the potential weaknesses or deleterious effects of TV.


Uses of Videos

Travel to different places

Travel through time as well

Events of the past can be brought to life

Can provide visual access to situations or experiments for students to experience personally

Simplify complex ideas using media specific techniques such as animation, computer graphics


Model positive behaviour and motivate students

Useful for introducing a topic or reviewing material already studied

Can provide messages about issues critical to the lives of learners

Can have a strong emotional appeal


Help to promote learning in students with high visual orientation in their learning styles

Provide diversion. They promote learning through active engagement of students’ mental processes

Students learn best when they are actively (physically and/ or emotionally engaged) in the learning activity


The Principles of Active Learning

Encourage group activity and learning through talk

Allow for curiosity and speculation

Allow learners to make their own input and demonstrate autonomy

Allow the learners to use the knowledge they already have


Emphasize the process of learning

Allow learners to use higher order thinking skills such as: evaluation, hypothesis, pattern making, problem recognition and solving


General Principles of Video Use in the Classroom

Video viewing is seen as one third activity portion of a sequence:

Pre-activity/ activity/ post-activity

Pre-activity: Learners need to have a sense of ownership

and value for a learning activity

Very directive


Involve more open-ended activities

Involve a variety of cooperative or learner-centred activities to attain the goals

Relate the video viewing to the topic

Have students brainstorm or summarize their understandings of the topic

Use word webs, concept maps to visualize relationships between concepts


Have students prepare a glossary of the words

The activity:

It is possible to edit a precise sequence of video clips from several videos to meet the needs of a presentation


Using Videos to Promote Active Learning

Viewing Strategies will vary from video to video and will be specific to the learning objectives desired

List of possible strategies:

1-Focus Questions

Used to improve viewer’s attention to details or larger concepts of a program


2-Viewing worksheets:

Should focus on the critical vocab and concepts of the video topic.

Viewing sheets requiring higher order thinking skills can be effective

For videos involving dramatic performance, role playing or simulation, students can be asked to provide a series of descriptive


words about characters, or they can be asked to describe actions or thoughts of characters as the drama unfolds.


View with Stops

View a video with carefully chosen stop points can greatly enhance attention and engagement with the topic.

Questioning Strategies can allow learners to predict the following actions

Allow learners to make inferences or formulate hypotheses

Allow learners to make discriminations regarding important detail


Allow students to creatively formulate an ending to a video they have not previously seen


View without the soundtrack

This will make the students quickly notice the emotional aspects of the program conveyed by the music and sound


Post-activity

Activities to consolidate the video viewing experience

Encourage the students to use the information they have gathered to explore concepts or ideas

Hands-on activities such as drama, art, poetry

Research projects on ideas, topics brought up in the video


Class or small discussions on ideas discussed or issues raised

Students write about their response or compare their personal situation, to that of the video characters

Activity to analyze the issues or data from the video


Flags to look for during video evaluation

Excessive use of talking heads

Illegible or poorly designed titles

Outdated footages

Unnecessary recitation of facts

Over-dramatization of music and soundtrack

Visual does not support narration, narration does not support visual

Pacing issues


Excessive use of still frames or slides

Poor role modelling

Over-simplification

Lack of relevancy

Overuse of special video effects and transitions


It’s up to the teacher to develop processes and circumstances to get the most “interactive learning” value from video and to help bring the video experience into the real world of the student as learner


Challenges

Lack of equipment

Lack of required software

Technical problems

Time constraints


Strategies to enhance the use of video in the classroom

Predicting: With picture and audio on

With audio off


With picture off

Viewing comprehension

Before watching: give specific things to look and listen for

While watching: Freeze frame and check the students’ understanding

After watching: Answer comprehension questions / cloze scripts


Listening Practice

Video dictogloss

Cloze scripts


Speaking Practice

Role plays

Interviews

Discussions


Resources

Video hosting sites:

YouTubeVideos hhosted and shared on any webpage

TeacherTube

Videos produced and/or uploaded by educators for the purpose of education

Yahoo Video

Video hosted and shared on any webpage


http://adf.ly/5895970/http:/www.youtube.com/

http://adf.ly/5895970/http:/www.teachertube.com/

http://adf.ly/5895970/http:/video.yahoo.com/

Vimeo

A community to share, collaborate and watch video made by others. Tools and features provided to present videos to others.

Photobucket

Upload all your photos, videos, and images for free. Make photo slide shows to share pics with friends.


http://adf.ly/5895970/http:/vimeo.com/

http://adf.ly/5895970/http:/photobucket.com/

Video Editing and Presentation Tools:

Animoto

upload a video - Animoto analyses the video, feels the music, customises the video. Publish to any webpage

Sliderocket

Upload your slides, keynote or powerpoint and video. Publish to any webpage.


http://adf.ly/5895970/http:/animoto.com/

http://adf.ly/5895970/http:/sliderocket.com/

Dvolver

Make a movie in a few simple steps. Use customised themes and characters.

Xtranormal

If you can type, you can make movies. Make animations from preset characters. Put in own actions and script.


http://adf.ly/5895970/http:/dvolver.com/live/home.html

http://adf.ly/5895970/http:/www.xtranormal.com/

PRACTICE: The Know How

1-How to download a video from youtube:

Go To google

Write: download free youtube downloader

Look for a safe site

Click download

Click the exe. File

Install on your computer

Run ( Copy/paste the links you need to download)


Movie Makers

Animoto can create presentations incorporating images, video clips, music and text. There is an array of tools helps you automatically create unique video pieces.

Kerpoof - Explore, create, and design at Kerpoof. Make a picture, a movie, a drawing or a card by selecting a background and then dragging and dropping your selected additions. There’s a host of activities that you can do at Kerpoof


http://adf.ly/5895970/http:/animoto.com/

http://adf.ly/5895970/http:/www.kerpoof.com/

http://adf.ly/5895970/http:/www.kerpoof.com/

Masher – You can “mix, mash, and share” video clips, audio files, and photos into polished movies, it’s all free ; also free media content from students own content as well as from the BBC Motion Gallery are available.

Movie Maker – The Microsoft version of Apple’s iMovie, a free and easy to use video editor. It can turn photos and video clips into digital movies with special effects such as transitions, captions, sharing features, and more.


http://adf.ly/5895970/http:/www.masher.com/

http://adf.ly/5895970/http:/windows.microsoft.com/en-us/windows-live/movie-maker-get-started

http://adf.ly/5895970/http:/www.apple.com/ilife/imovie/

Creaza is an online video editing tools other than Windows Movie Maker, and a comic creator

Vimeo is a place for sharing video, there is a video school full of tips of making good video.

Voki is a free service for educators to create personalized speaking avatars and use them on your blog, profiles and email messages, Teachers’ Corners and Lesson Plan Database are collaborative resources for teachers.


http://adf.ly/5895970/http:/www.creaza.com/

http://adf.ly/5895970/http:/vimeo.com/

http://adf.ly/5895970/http:/www.voki.com/Voki_for_education.php

Bibliography

Video in Theory and Practice , David Denning

(Faculty of Education University of Victoria)

Clark, R.E (1983) Reconsidering research on learning from media

Plowman,L, (1988) Active Learning and Interactive Video

Subscribe to Videotelling Channel on youtube and get inspired

THANK YOU


Videos in the classroom

Education

Transcript of Videos in the classroom