1. Breaking Away From the Blackboard Using Video in the Classroom

2. What is Video? ▪ Electronic medium that can be stored and viewed on various electronic devices. ▪ Used for the recording, copying and broadcasting of moving visual images ▪ Typically stored as files with extensions such as –.wmv –.mp4

3. Why use video? ▪ Improved learning and study habits ▪ Positive student attitudes toward learning ▪ Increased learning performance ▪ Main reason: – Student control over when and where they learn – Student control over the pace of learning – Student control over what they need to learn (Kay & Edwards, 2012)

4. What does it look like? A screen shot of a video, Schoolhouse Rock talking about the Electoral College, that is hosted on YouTube. Note the pause button on the left ( || ) that gives the student the ability to control the pacing of the content. (Electoral college kids civics lesson cartoon - Schoolhouse Rock, 2011)

5. Do you always have to make the videos? ▪ No. There are a lot of sites that already contain videos that may help your student’s learning – YouTube – MonkeySee – SchoolTube – TeacherTube ▪ When using videos created elsewhere: – Ensure that you have the rights to use it in class – Ensure that you have reviewed video for correctness and appropriateness

6. Can you make your own? ▪ Yes! And it doesn’t have to be hard or expensive. ▪ What kind of camera do you need? – $20K 3-dimensional camera – $400 digital video camera – $30 webcam – None… (Pictures from Amazon.com)

7. Videos without using a camera ▪ It is relatively simple to create a video based off a presentation and a narration ▪ PowerPoint or other presentation with recording software – Record narration as the presentation proceeds – Only costs your time – Can be uploaded and stored online for access by students outside of school ▪ Software combinations include – Microsoft PowerPoint and TechSmith Jing (Jing, n.d.) – Microsoft PowerPoint and ProfCast (Presentation software, n.d.)

8. What do you need to do? ▪ Create a presentation that contains the necessary content – Remember whitespace – Ensure that the content flows well – Include imagery that supports the content ▪ Create the narration – Write down what you want to say for each slide – Ensure the narration and slide content match – Mark the end of each section of content so you know when to go to the next slide ▪ Practice!

9. Before creating your final recording ▪ Review the documentation on the recording tools to ensure you know how to work it ▪ Once you are comfortable with the flow and speed of the presentation, practice recording it. ▪ Many of the free tools have a limit on the length of recording (typically 5 minutes) ▪ Don’t be afraid to do it multiple times, it is rare that the first time you record that it goes perfectly.

10. Record the final video ▪ Complete the recording process ▪ Review the video to ensure: – Pacing is correct – There is ample time to read the screen when it contains text – The title and reference pages (if present) are readable as well ▪ If the recording does not seem right, feel free to do it again! ▪ At some point there is a point where it is “good enough.” Don’t require perfection, that could lead to frustration.

11. Publish the finished product ▪ Ensure that there are appropriate pre and post-viewing supportive learning and planned discussions ▪ Upload the finished video – Each recording software likely has a free preferred publishing site – Host the video on a school-hosted system – Upload to a free site such as SchoolTube, TeacherTube, or YouTube ▪ Publicize the Url

12. Reassess after completion of unit ▪ Validate that the objectives are met by reviewing the results of any assessments that measured the video content. ▪ Note any gaps between objectives and results – Can be solved with enhancing and redoing video – Can be managed with pre or post video assignments and/or discussions ▪ Document the experience. – Support for you next time you use the video – For advice if sharing the video with other teachers

13. Conclusion ▪ Videos give students an opportunity to control their own learning, thus giving them more engagement and positive learning outcomes ▪ Already created videos can be found online ▪ Teachers can create their own videos and provide them to the students

14. References ▪ Electoral college kids civics lesson cartoon - Schoolhouse Rock. (2011, Dec 06). Retrieved Dec 07, 2013, from YouTube: http://www.youtube.com/watch?v=ZFJ2e82Nvnw ▪ Jing. (n.d.). Retrieved Dec 07, 2013, from TechSmith: http://www.techsmith.com/jing.html ▪ Kay, R., & Edwards, J. (2012). Examining the Use of Worked example video podcasts in middle school mathematics classrooms: A formative analysis. Canadian Journal of Learning and Technology, 38(3). ▪ Lever-Duffy, J., & McDonald, J. B. (2011). Teaching and learning with technology. Boston: Pearson Education, Inc. ▪ Presentation Software. (n.d.). Retrieved Dec 08, 2013, from ProfCast: http://www.profcast.com/public/index.php