Please click on the above image to view Video
To prevent having to go through the whole process of constructing another video, the original video was embedded into Wikispaces and a link was created from the above picture to the wikispace to enable members of the wiki to view the video.Recognition of Cold Chisel's music was referenced in the video and in the reference list relevant to this blog.
However this approach is only possible because of provisions set in the Australian Copyright Act 1968. The Australian Copyright Act 1968 states it is permissible to utilise copyrighted music materials in films for study and research purposes under the proviso that such music will only be used within the confines of the course and not distributed further.
The approach used in this blog mirrors these copyright requirements. Only course members can view the video published in the CQU wikispace which is password protected to prevent unauthorised access. Regardless of this loophole, the author would like to acknowledge their is considerable risk associated with using copyright material and therefore it is the intention of the author to USE ROYALTY FREE MUSIC located at http://incompetech.com/music/ for future video presentations to avoid possible copyright breaches.
Utilising video in educational settings allows the learner a greater opportunity to:
- Interact with content
- Increase memory
- Engage in the learning process
- Increase knowledge transfer
Plus
- Facilitates students communication of ideas, messages or information
- Enhances students observation and analysis of performance or phenomena.
- Supports reflection of learning
- Enhances movie making skill
- Enhances language development
- Enhances literacy skills
- Enhances communication and presentation skills
- Enhances organisational and teamwork skills
- Enhances higher order thinking skills
- Enhances metacognitive skills
- Enhances affective skills
- Supports a range of learning styles such as kinaesthetic, spatial, visual and auditory.
- Technological barriers (access problems, misinterpreting the way technology should be used in schools, equipment failures or reliability)
- Legislative barriers (poor policies)
- Behavioural barriers (attitudes, behaviours, expertise and perceptions)
- Resource barriers (lack technical support and professional development)
- The integration of digital video technologies when teaching subject areas doesn't necessarily mean automatic improvements in work quality or standards of attainment
- High quality teaching is the major factor responsible for increasing achievement
- Students engaged in digital video production supports teachers' educational objectives
- Use of digital video allowed less teacher control over activities as the teacher became more of a facilitator of learning resulting in greater differentiation for individual learners
- Use of digital video increased the use of enquiry learning strategies encouraging problem based learning
- Use of digital video increased "real life" experiences resulting in increased student motivation and excitement among students
- Use of digital video increased student autonomy resulting in student Independence and ownership of their learning
- Use of digital video increased collaborative activity
According to Schuck and Kearney (2006) digital video in educational settings can be used in schools to support, extend or change pedagogy and curriculum outcomes. Therefore allowing children to participate in student generated digital video projects based on curriculum content and good pedagogy would enhance the learning outcomes for students.
The KLA of ICT identifies grade 2 expectations for using ICT and software to communicate. The following expectations are relevant to digital video. Recording a video of students participating in a sporting activity can be used for students to reflect on good sporting behaviour. Students can then discuss characteristics of good or poor sportsmanship based on what was viewed in the video (Department of Education, Training and Employment, 2012)
REFERENCES
Schuck, S., & Kearney, M. (2006). Capturing learning through student-generated digital video. Australian Educational Computing, 21(1), 15-20. Retrieved from http://acce.edu.au/sites/acce.edu.au/files/pj/journal/AEC%20Vol%2021%20No%201%202006%20Capturing%20learning%20through%20student%20gene.pdf
Henderson, M., Auld, G., Holkner, B., Russell, G., Seah, W., Fernando, A., & Romeo, G. (2010). Students creating digital video in the primary classroom: student autonomy, learning outcomes, and professional learning communities. Australian Educational Computing, 24(2), 12-20. Retrieved from http://acce.edu.au/sites/acce.edu.au/files/pj/journal/AEC%20Vol%2024%20No%202%202010%20students%20creating%20digital%20video%20in%20the%20.pdf
CISCO. (2012). The impact of broadcast and streaming video in education. Retrieved from http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CDQQFjAA&url=http%3A%2F%2Fwww.cisco.com%2Fweb%2Fstrategy%2Fdocs%2Feducation%2Fciscovideowp.pdf&ei=enlnUY72K4awiAecwIGYDg&usg=AFQjCNEm3UmCAHXX5rkluXpK0fxMwSqnMA&sig2=spZk1otPCJl-ksfrHma1vw&bvm=bv.45175338,d.aGc
Cold Chisel. (2011). Everybody. Retrieved from http://www.coldchisel.com/everybody/
Incompetech. (2013). Royalty free music. Retrieved from http://incompetech.com/music/
Australian Copyright Council (ACC). (2012). Music: Use in student films & videos. Retrieved from http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&sqi=2&ved=0CDgQFjAB&url=http%3A%2F%2Fwww.copyright.org.au%2Fadmin%2Fcms-acc1%2F_images%2F149937744f448419e62dd.pdf&ei=3HdnUerrK6yQiQeW_oCYAg&usg=AFQjCNER9tBy1872oj21Yyr4g1LGUm9sLQ&sig2=Umw4nR9XxupjjlhT7dkvDw
Department of Education, Training and Employment (DETE). (2012). Communicating with ICT. Retrieved from http://education.qld.gov.au/smartclassrooms/enabling-learners/ict-expectations/prep-year2/communicating.html
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