1 CH5 Learning by Visualizing With Technology: Recording Realities With Video

2 Outline 1.Broadcast TV (Learning From) vs. Videography (Learning With) 2.Video Hardware for the Classroom 3.Video Learning Activities

3 1. Broadcast TV (Learning From) vs. Videography (Learning With) Television  The Case for Television (Jonassen, 1982) Teachers should preview and evaluate programs before using them; prepare students for learning from television by introducing new vocabulary Providing overviews and advance organizers Remain with students and encourage active viewing of the television program Follow up the program by summarizing, reviewing, discussing, and evaluating the content

4  The Case Against Television Television’s negative effects had the greatest impact on advanced cognitive abilities Displaces leisure reading Requires less mental effort than reading Reduces children’s attention span and tenacity in solving problems

5  The Case for Video A variety of social values of producing videos in schools Improving students’ self-confidence by planning video productions in class Producing feelings of self-satisfaction Providing valuable feedback to students about how others perceive them Fostering cooperative learning while sharing ideas, planning and producing programs, and evaluating outcomes Providing great public relations at open houses and other school functions

6 2. Video Hardware for the Classroom  Camcorders 攝錄相機  Projectors 放映機 / Televisions  Editors  Microphones

7 Camcorders Camcorders (camera-recorders) are portable electronic recording systems that are capable of recording live motion video and audio for later replay by VCRs(video-cassette recorders) or computer. Computer had to be equipped with a video board that would convert the analog signals into digital. Today, most camcorders record images digitally.

8 Projectors/Televisions Although most camcorders are capable of playing back recorded videos in the viewfinder, viewing through here is limited to a single individual, and the quality is not very good. Learning through video is completed when students critique and reflect on their productions, so you will need to acquire a large television set or LCD projectors for playing back student productions for the class.

9 Editors  Connecting a mini digital videocamera to your computer  Importing video  Editing video Selecting video Arranging video clips in a movie Transitions Titles Adding video effects Adding and editing audio  Exporting Exporting to the camera Saving a movie as a QuickTime file

10 Editors (Cont.)

11 Editors (Cont.)

12 Microphones The built-in microphones tend to be very sensitive, you may also record camera and operator sounds (breathing, talking, giggling, walking), which can be distracting to the message you wish to record. So, you may want to purchasing a microphone or two. Moving the microphone closer to the source of the sound improves the quality of the sound.

13 3. Video Learning Activities 1.Jasper and Scientists: Anchoring Instruction 2.Newsroom 3.Student Talk Shows 4.Digital Storytelling (by Kate Kemker) 5.Personal Documentaries 6.Video Theater: One-Act Dramas 7.Video Modeling and Feedback 8.Teachers as Videographers: Creating Contexts for Learning 9.Videoconferencing: Communicating Through Video

14 Jasper and scientists : anchoring instruction Learning activities Learning processes Problem-solving processes Teacher roles

15 Newsroom Learning activity Learning processes Problem-solving processes Teacher roles

16 Student Talk Show Meeting of minds Learning processes Problem-solving processes Teacher roles

17 Digital Storytelling Meeting of minds Learning processes Problem-solving processes Teacher roles

18 Personal Documentaries Record problems in search of solutions Learning processes Problem-solving processes Teacher roles

19 Video Theater: one-act dramas Learning activity Learning processes Teacher roles

20 Video Modeling and Feedback Learning activity Learning processes Problem-solving processes Assessing learning through video feedback

21 Teacher as Videographers: Creating Contexts for Learning Learning activities

22 Videoconferencing :Communicating Through Video Videoconferencing –From discourse communities –Supporting communities of practice

23 Conclusions Participate in all of the activities that are involved in shooting and producing videos Receive encouragement to be as creative as possible in their productions Use video to provide feedback on their performance Reflect on and analyze the ideas and skills that they have learned