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Digital Artifacts for Learner Engagement: using digital video in learning and teaching...
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Welcome to Video for Learning, for the foreseeable future I will be curating resources to further the study and research, practice and discussion of video for learning. Online video; its creation, use and re-use for all stages of learning, will be explored from both pedagogical and technical viewpoints.
Where they provide extra value and contexts I will include older links and resources as well as new and breaking developments. I look forward to comments and feedback.
I feel this superb painting by Wasfi Akab provides an appropriate and thought provoking icon for this collection. (CC licence BY NC ND)
British Pathé has just mades its entire collection of 85,000 historic films available, in high resolution, on its YouTube channel. Even though British Pathé have hosted some valuable content on YouTube since 2011, the release of the entire archive is a significant event, about which, I would like to share a few thoughts and notes from an
appear.in is an easy to use video meeting system in your browser
With appear.in you can set up video meeting for up to 8 users such as teachers, students or even classrooms in seconds. All you have to do is choose a name for your 'meeting' room. Click Create and you immediatley have a link to share and use instantly. Once you have invited your particpants you can lock the room, or leave it open for up to 8 others to join. There is nothing to install! The possibilities are endless.
I got the heads up on this from my colleague Leon Cych at L4LTV - here he is interviewing Svien Willassen of http://appear.in about the technology which is based on the WebRTC APIs
Chrome: Whether you are watching your favourite scene or viewing a lecture, there are times when you need YouTube to repeat a certain part of a video. Looper for YouTube is a new extension that lets you do this easily.
I've just added this extension and it is very useful - well for certain tasks anyway such as learning a guitar solo - or watching a dynamic process that are short lived, for example; the explosive demolition of a building. I think ther is a lot of potential for both individual and group or class work. For more analytical learrning that requires a response then VideoNote.es might be worth looking at.
Now if there was an export feature or embed code for the loop that would be excellent. I would would welcome comments from from educators on how or if they might use/ have used this tool.
Two months ago, I received Google Glass. No, I don’t work for Google, and I’m not a software developer. I am an online science teacher, one of the only teachers in the world to have the highly coveted device. Naturally, I figured I should do something useful with it. So I started STEMbite, a series of video lessons on math and science that I film through Google Glass"
Google Glass has recieved a great deal of negative press in recent months, and much of it from the education sector. Andrew Vanden Heuvel flips that coin to show the other side, using Google Glass to create some very interesting and enlightening first-person video clips relating to Science and Maths topics. Examples include Seed Dispersal and the Physics of Mirrors.You can find these and more on STEMbite's YouTube Channel
Perthaps this technique will establish itself as another 'important' video style alongside thiose developed by RSA and CommonCraft. I think this does extend the potential for the educational user generated video and may inspire lots of innovative approaches. What do others think?
STEMbite looks like a very promising resource.
Könnten selbstgedrehte Unterrichtsfilmchen eine nützliche Anwendung für Googles umstrittene Datenbrille sein? Erste experimentelle Beispiele sind in diesem Beitrag beschrieben.
Ob dafür wirklich Google Glass benötigt wird?
#ukedchat added something new to their normal twitter chat hour this week. Teachers were invited, beforehand to create a short 3-5 minute video and upload it to YouTube or Vimeo, then share the links which would be tweeted out for the audience to watch, and comment, on in real time during the TeachTweet event. #ukedchat has curated the video's here on Scoop.it for further viewing and comment.
I think this is a very innovative and welcome approach to teachers for several reasons:
Hopefully these videos will attract lots of comments.
"Twitter has launched a new service. Called VINE it allows users to take 6 second video clips on their SMARTphones and Tablets and then share them via twitter (and facebook). Once taken, the 6 second clips loop, which is either intensely annoying or a great spur to make creative videos which enthrall people (depending on your points of view). My first VINE attempt is above, simply my daughter spinning round in a playground"
I was going to post about Vine but Matt has beaten me to it - and done a much better job. Like any visual or digital tool you get out what you put in in terms of thought or experimenatation.
It sits at the boundary of the animated gif/cinemagraphhttp://www.tripwiremagazine.com/2011/07/cinemagraphs.html and the video clip. I think Vine has a great potential to develop creative and valuable learning resources, that analyse the unseen moment, comment, demonstrate creativity, and generate fun. Muybridge would have loved it http://en.wikipedia.org/wiki/File:Muybridge_Buffalo_galloping.gif
The school has already served more than 200 years old and is still considered the main form of access to education. Today, the school and education are concepts widely discussed in academic, public policy, educational institutions, media and society spaces civil.Desde origin, the school has been characterized by structures and practices today mostly considered obsolete and outdated"
La Educación Prohibida (Forbidden education) is a project centered on a 2:25 hour film that explores in Education, its origins, theory and practice in detail. It is also a research project that uses social media with over 25000 followers. It combines interviews with academics, students, teachers and parents, with dramatic storylines and animated sequences
This is an open Copyleft film and the producers encourage you to download, remix and share this film. Some of the sequences are ideal for CPD or to further our current discourse on education and learning. I think the film has a great significance for us all.
The film is in Spanish with English, Portugese, French and Italian captions. The site is in Spanish - I viewed it using Googles auto-translate pug-in with Chrome
Looking forward to comments.
"The medium of video has been through a revolution in the past decade. How we create it, how we share it, how we access it, and how experiencing it affects our lives has transformed multiple levels of our society, as well as reshaped the values an..."
An excellent summary by Michelle Pacansky-Brock on the current affordances of video for learning in a real and personal context, using a simple and practical approach allied with some good teaching ideas.
The Internet Archive added TV News to its collection yesterday, (Tues.18th Sept). The Archive has captured captured all (US) news from 20 channels. This is the start of something big and and I hope they will be adding news broadcasts from other countries soon, it is also good to see BBC Worldwide included in the aggregated content.
There is a lot here and to make best use, you would probably need to have a question, topic or search strategy prepared. You can search by keyword, time, program and TV network. There is also a useful word cloud that show recent searches. According Brewster Khale, founder of the internet Archive, this is just the beginning. The copyright debate that is likely to ensue should also prove interesting.
"This is a blog post from Dr. Alec Couros @courosa outlining (with examples) 10 ideas for different classroom video projects. I like the ideas but as someone with almost no video creation skills or experience I can't comment on the level of video skills required...however I agree with the principle of students moving from being video consumers to video producers.
Thanks to @easegill (Nigel Robertson) from the WCEL unit at the University of Waikato for this link."
I usually shy away from lists that list the the 10. 30 or 50 best ...... but this post goes beyond simple practiclaities and selects examples that encourage deeper thinking such as in "Genre Shifting Movie Trailers:" or reflections on change in "Conversation with Future Me/You:" Screencasting, remixing and social activism where Martha Payne and her blog Never Seconds get a mention. This is a video lesson planning resource that is relevant and timely.
Yep I hate 10 Best lists too. But this is full of great ideas. Hmmm... could try some next term...
The SIGGRAPH Technical Papers program is the premier international forum for disseminating new scholarly work in computer graphics and interactive techniques...
These video illustrations of the technical papers provide an insight as to how computer animation can contribute to science, design and art. I am certain many of these techniques will be employed in future educational video resources. My favourites include: enhanced drawing 0:26, the 3D table modelling, fabric rendering 2:37; cinemagraphs 2:50 and 3D modelling 2:57. If you want to see more there is also a showreel trailer with more awesome examples.
The Public Domain Review showcases a growing collection of films, mainly from the Internet Archive. Categories include : Clips · Shorts · Silent Features · Talkie Features Animation · Comedy · Drama · Thriller/Noir · Horror · Fantasy/Adventure · Documentary · Ephemeral;which can be also be filterd by decade/period. Each film is supported by useful notes and comments. which will be helpful for further research.
I would suggest; if you are remixing video - this would be an excellent source from which to draw content. It also features a very early remix - Charles A. Ridley's - Nazi Style Lambeth Walk.
"The British Council Film Collection is an archive of over 120 short documentary films made by the British Council during the 1940s designed to show the world how Britain lived, worked and played. Preserved by the BFI National Film Archive and digitised by means of a generous donation by Google, the films are now yours to view, to download and to play with for the first time."
This is a,valuable and interesting collection of short 'soft propaganda' films originating during a very specific period in Britain's history. The films will not only be be of great interest to historians but also to educators from other fields of study. The content throws a unique light on the daily life and concerns of the population.
The Creative Commons BY NC SA, licence means you can edit, remix and share these films for any educational use.
I wrote several months ago about the experience of working alongside UMW’s Chinese History scholar Sue Fernsebner to start imagining how she might integrate animated GIFs into a curriculum centered around film analysis
I was pleased to come across these examples of using GIFs from Jim Groom because they resonated with an some earlier on Video for Learning where I considered how the facility to isolate movement in an video or how a short repeating sequence of video can help educators find new ways of wringing extra data from visual media. These examples really make you think about what you are seeing in different ways.
I think that this is just the beginning and such techniques will become more prevalnt in learning designs and that many more educators and learners will become involved; for example my colleague John Johnston and his experiments.
I think this supports a conclusion that many of us, using video clips in learning contexts may have been aware of, or suspected. I first recognised this when I was working on the Teaching and Learning with Digital Video Assets project (2004) with the University of Hull, and later on the EU Edutube Plus project (20011). I think where more analysis is needed is whether subjec content or the aesthetic/ filmic style affects the optimum length. The avaialability of tools
to create more interactive video content may also add a new variable to the mix. If you are using video clips in school I would welcome your comments below.
6 minutes optimum.
Embed YouTube videosYou can now embed a YouTube video right inside a form -- perfect if you want to get feedback or ask questions about a video. This works really well for quizzes in class, especially if paired with data validation and the progress bar. Embed a video and then use data validation to give hints when students enter incorrect answers, and add a progress bar so they know how far along they are in the quiz.
I think this is a logical development for Google Forms. It may well attract a new group of users from a range of interests and subject disciplines who wish to include media in their learning resources, or those created by their students,.
As well as the obvious 'watch and answer' multiple choice type quizzes other options including paragraph text or scaled responses may provide better tools for reflective analysis of video clips, or indeed images, which can also be included in forms. Do you think this is a useful addition to Google Forms? How would you use this new feature?
VideoNotes is a neat new tool for taking notes while watching videos. VideoNotes allows you to load any YouTube video on the left side of your screen and on the right side of the screen VideoNotes gives you a notepad to type on. VideoNotes integrates with your Google Drive account. By integrating with Google Drive VideoNotes allows you to share your notes and collaborate on your notes just as you can do with a Google Document.
I have just made a test VideoNote for a YouTube clip and all seemed to work very well. It is very easy to set up and use immediatley and there is some help if required. The response when clicking the annotated notes to access the correct point in the timeline was instantaneous. I would have liked to see the timecode in the notes window - hopefully that will become available. I have not expored the download option in detail
I have used Videopaper3 http://vpb.archive.concord.org/ previously, (V.4 is is still in a closed beta - a mistake I think), what I like about this tool is that it is online and saves to Google Drive. Also the sharing options open up so many collaborative opportunies at all levels of education, from early school to tertiary education.
It is interesting to note that the page is badged with the Logos of some of the major online learning providers, including Coursera and Khan. I would like to know more about the provenance of the resource and hopefully a more detailed about page will become available. Great Potential for use of video in learning.
This seems like a great tool
This looks like it might be nice for makign notes on dance videos I like to watch and comment on.
add your insight...
Henshaws College has launched an accessible version of YouTube, which was funded by Jisc through Jisc Advance. It allows people with learning difficulties and disabilities to use this mainstream technology independently.
Access YouTube is a superb development from Mike Thrussell at Henshaws College which deserves as much recognition as it can get, let's hope this link will be shared as widely as possible, I will most definately continue to follow this innovative and valuable project.
" the lecture or talk is a waste of time if it's not recorded and put up on YouTube, as many more people will watch online than offline."
"Unlike education, the web has a habit of producing pedagogic models that have massive user adoption. Short, instructive video is one such Massive Open Online Pedagogy (MOOP). YouTube showed that short, video clips have a serious contribution to play in learning. YouTube EDU put lectures online but if anything this was the old world porting its old bad practices into the new world. A bad one hour lecture isn't made better by putting it on YouTube and believe me, YouTube EDU is jammed with bad lectures"
Donald Clark provides an excellent broad rationale on why YouTube is one of the the most important Learning Platforms and search tools. I think he captures the pedagogical affordances for the viewer - for me it also raises the question - Is one more than a viewer on YouTube?
And then of course there is the constructivist aspect of YouTube - acessed throuh the Editor and Video Mangager
Donald is always worth listening to
Udacity, one of the world's leading online education portals, yesterday announced a partnership with translation platform Amara to caption and translate more than 5,000 educational videos using student volunteers.
This epic undertaking is significant for a several reasons, it offers a democratisation of video content by making it globally accessible and relevant, and it offers real world experience to students. Teachers might wish to consider this type of task for their own students, it is much more meaningful than making endless ppts, and helps develop real media skills within a digital literacy context.
In this concise and well written post Jim Buchan, recognises that video is a fundamental text for learning that goes way beyond passive watching of a video clip. He states it offers opportunities to develop digital skills including search, authoring and provide pupils with meaningful learning experiences.
Rightly Jim argues, "access to video should be a core requirement of Glow Futures" in the development of Scotlands National Intranet for Schools #GlowPlus
James Cross explores some practical classroom techniques and ideas for how schools and teachers might bring online video learning to life in their classrooms.
This article in SecEd provides a good introduction for teachers who may be considering using online video in their teaching, but are not sure where to start. James outlines some useful approaches, strategies and clearly explains the benefits of online video.
If you use YouTube playlists, to organise and manage videos, you may wish to try out a new feature which will enable you to add intros and outros to the videos in the playlist to " weave individual videos together into a bigger story"
You can create these either as recorded 'to camera' pieces using your built in webcam or as text intros, there are a number of different styles and background effects to choose from. There is also an option to add background music.
The tool can be found in your Playlist settings in the Video Manager, click: Edit Playlist to use.
If students are creating playlist this facility might help them to think crtically about the content and sequences in a playlist.
Presentation given at the Diverse Conference in Leuven. July 2012.
Historically, watching, moving images in school has been a whole class activity. Despite major developments in both the delivery platforms and video technology, much educational use of video is still predicated on whole class viewing, where the primary purpose of the video content is to illustrate or exemplify subject content.
However video is capable of much more; as I have argued in this presentation which is centred on a MindMap which provides the framework for the presentation. It visualises and connects the different elements that are at play in video for learning. This is still a developing project and with a lot more work to do, but if you wish to know more, please get in touch or comment below. I would be delighted to hear from you.
"Crack journalism is coming to the land of cat and Justin Bieber videos: YouTube is helping to launch a new channel with the Center for Investigative Journalism (CIR)"
With each day that passes YouTube is becoming increasingly important as an platform for news gathering and dissemination, ranging from user generated as it happens footage, to uploaded news broadcasts from providers such as Al Jazeera IFiles offers an alternative to TV broadcast news.
Now a new channel The IFiles TV will curate video from sources including the BBC; Al Jazeera and The New York Times amongst others - I think this may be one to watch.