Digital Video Creation

 

Please click on the above image to view Video

 

 

The process of making the above video using Windows moviemaker 2.6 was quite easy. However I am all for making things harder for myself! As a result of downloading music into the video (Cold Chisel's Everybody) I didn't at first realise uploading a commercial music DVD to a blog or wiki could possibly be in breach of copyright laws and this meant embedding the video directly into this blog from YouTube was not possible. The video could not be embedded into the blog unless the song was removed despite whether the video was declared private, public or unlisted in YouTubes video management options.

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

To investigate the credentials of using video within a classroom environment a P.M.I chart was used to determine the positive consequences, negatives effects, interesting implications or possible outcomes resulting from such use.

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.

Minus

• 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)

Interesting

• 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

Teaching Purpose

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

Digital Audio Recordings

 

Please click on my image for an example of a digital audio recording

 

Created using: http://blabberize.com/ 

 

Created using: http://www.voki.com/create.php

The creation of the digital audio image at the top of this post was a very simple process using a program known as Blabberize to transform a photo of myself into an animation then combining it with a voice recording from a mp3 player to form a brief presentation. The other animation located directly above is a voki animation created through the ability to select different characters and then customise their appearance or background settings. These animations could be used to provide instructions to students in blog activities you have created as a "hook" to engage the student or as a means of providing students with a tool to be more creative when presenting their own information.

PODCASTS

Click on images to view details of podcasts

 

Sourced: iTunes

 Sourced: iTunes

Sourced: iTunes

 

Podcasts are a digital audio file capable of containing video, photographs or audio which have been created so information can be shared and heard over the internet. Podcasts provide a multifaceted learning experience which can be utilised in activities to develop reading fluency and listening, spelling, writing or speaking skills. Further advantages connected to podcasting include; promotion of libraries, sharing of student learning, distribution of school information, providing professional development, motivation or engagement of learners, content introduction, reflective assessment tool, providing parent teacher contact and utilisation as a reporting tool. These free podcasts provided by iTunes above are a great resource as an information tool for students completing a project as part of their assessment or for personal learning and professional development.

 

References

 

Information, Inc. (2013). Podcasting 101 for k-12 librarians. Retrieved from http://www.infotoday.com/cilmag/apr06/Eash.shtml 

 

Grant. L. (2007). Podcast in learning. Curriculum Matters. 6(4), 4-6. Retrieved from http://search.informit.com.au/fullText;res=AEIPT;dn=165766   

Learning Using Images

GYMPIE FLOODS

The pictures above were resized and uploaded using MobaPhoto located at http://www.softpedia.com/get/Multimedia/Graphic/Graphic-Editors/MobaPhoto.shtml.

Resizing and uploading the photo's was an easy process although the same can't be said of downloading the actual MobaPhoto program which proved to be time consuming.

The pictures are of recent flooding in the Gympie district. Images such as this could be used as a "hook" to engage students when introducing a possible class project on the cause and effects of flooding. Using these pictures simultaneosly with words in dot-point form when explaining the topic, objectives and learning outcomes will enhance the students understanding of the task. Pictures such as this can be used to scaffold the learning environment to prevent the possibility of excessive cognitive overload by ensuring segments of the information are presented visually and other pieces in auditory form.

To ensure learners get the utmost value out of using images for learning consideration should be given to the relevant subject area, pedagogical approaches, appropriateness of image for teaching purposes and the suitability of the type of image such as a photograph, vector, chart or graph in representing the particular concepts being taught. After considering these factors the following list of practical uses can be identified for digital images:

• Illustrate concepts and display examples during presentations
• Enforce and extend language and common terms relevant to particular topics
• Critical thinking skills
• Identify emotions and mood
• Illustrate case studies
• Foster collaboration and encourage teamwork
• Stimulate story or poem writing
• Enhance visual communication skills
• Assess student knowledge, understanding and observational skills

To foster engaged students, in-depth learning and improved teaching, visual thinking skills should be developed using pedagogical strategies known as thinking routines. Thinking routines account for  different types of thinking such as; interpretation and justification, reasoning and explanation, in-depth inquiry, examination of propositions, exploration of interesting things, reflection on changes to thinking and exploration of perspectives.

Examples of Thinking Routines 

What makes you say that?
Think puzzle explore
Think pair share
Circle of view points
I used to think....now I think
See think wonder
Compass points

Teaching Purpose

The KLA of ICT identifies grade 2 expectations for using ICT devices and software to communicate. Digital images can be used in class activities to create a reflective photo story combined with oral reflection which also supports speaking and listening skills in the KLA of English (Department of Education, Training and Employment, 2012).


REFERENCES  

Swisher, D.(2007). Does multimedia truly enhance learning? Moving beyond the visual bandwagon toward instructional effectiveness. Academia. Retrieved from http://www.academia.edu/1046356/Does_Multimedia_Truly_Enhance_Learning_Moving_Beyond_The_Visual_Media_Bandwagon_Toward_Instructional_Effectiveness

JISC Digital Media. (2013) Practical ways to use digital images in teaching and learning. Retrieved from http://www.jiscdigitalmedia.ac.uk/guide/practical-ways-to-use-digital-images-in-teaching-and-learning/

Harvard Graduate School of Education. (2010). Project Zero: Visible thinking, core routines. Retrieved from  http://www.old-pz.gse.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html

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

Reflection of Website Creation

The use of websites in an educational setting can have pedagogical benefits and the ability to enhance learning outcomes. However teachers have a duty of care not to expose students to harm. Therefore to take advantage of the pedagogical or learning outcome benefits and to reduce, isolate or remove the risk to students identified in the PMI chart below, it would possibly be a good idea to give students a project to constuct a classroom website whereby website access is teacher controlled and monitored.

Plus (all the positives)

• Creates empowerment, motivation and collaboration
• Allows access and opportunity to master use of content elements such as text, pictures, video, photo gallery, slideshows, contact forms, google maps, photo editor, file uploader, audio player, embedded documents, feed reader, online polls, button text and links to social media
• Is static meaning changes can only be made by the authors eliminating chances of malicious editing and accidental erasures.
• Password protected

 Minus (all the negatives)

• Time consuming
• Access to equipment
• Access to technical skills
• Cost of equipment 

Interesting

• Gives students a global voice
• Increases print lieracy, oral literacy and hypermedia literacy skills
• Ability to create school/classroom pride among students when given responsibilty to build classroom or school websites
• Allows students to keep up to date with the latest digital technology to increase their future ability to be global citizens
• Possible exposure to social media through website link function
• Use in group situations may cause disharmony between students over what content should appear on the website
• Risk of exposing students to harm if giving them sole control of their own personal website as policing their use would be logistically difficult

Teaching Purpose

The KLA of ICT identifies grade 2 expectations for using websites to gather information for inquiry about particular curricular topics (Department of Education, Training and Employment, 2012).

To finish this weeks blog it is perhaps relevant to look at why information and communication technology should be used in educational settings

Also here is a link to my personal website

REFERENCES

Eagleton, M.B. (1999). Benefits and challenges of student-designed school website. International Reading Association. Retrieved from http://www.readingonline.org/articles/eagleton/text.html

Queensland Teachers Union. (2011). Legal information:teachers liability in negligence to students - Queensland Government schools. Retrieved from http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&sqi=2&ved=0CDwQFjAA&url=http%3A%2F%2Fwww.qtu.asn.au%2Findex.php%2Fdownload_file%2Fview%2F558%2F506%2F&ei=x45oUfSzGMeFiQfU1oHQAw&usg=AFQjCNHLPoRXEmyywZjssF1LJPx16mXipQ&sig2=4lP05L77YV1LPH3hJKLb1Q&bvm=bv.45175338,d.aGc&cad=rjt

Department of Education, Training and Employment (DETE). (2012). Inquiry with ICT. Retrieved from http://education.qld.gov.au/smartclassrooms/enabling-learners/ict-expectations/prep-year2/inquiring.html

 

 

  

 

Why Information Communication Technology should be used in educational settings

 

Sourced from: http://youtu.be/gT2E2F0DmyE

Reflection on Wiki's (S.W.O.T analysis)

Wiki's are a group of web pages that unlike blogs allow other users to edit the content. They are highly flexible and a-temporal in nature as interlinking textual references don't change according to a time schedule as blogs do, but rather through the continual development of the text edited. The potential of the Wiki in a teaching context is for group brainstorming activities to influence higher order thinking skills. Such a tool can also be used to create learning environments that reciprocate diversity in the classroom and inclusiveness of all learners. The Wiki can be structured to scaffold elements of all learning theories (behaviourism, constructivism and cognitivism) thus giving learners the opportunity to ultimately achieve the "pedagogical view" known as connectivism. As was the case with blogs the context of the learning environment will depend on how wikis are used in the classroom. One of the main concerns with wikis as opposed to blogs are extra security concerns from external influences if public domain settings are not set to block such activity. Therefore as students become adapt at using a wiki for collaborative authorship, writing, research projects and annotated bibliographies of their work, they must also become more adapt at knowing how to work safely, ethically and securely while using such technology. 

For more information on Wikis see previous blog.        

Strengths Builds connections between new and old knowledge Influences the development of Bloom's taxonomy through synthesis and evaluation Enhances creativity/engagement Develops interpersonal skills/communication skills/teamwork skills Improves writing ability Stimulates metacognition User friendly Free of charge

Weaknesses No spell check could provide embarrassment for students and open them to ridicule thus making them apprehensive about participating Ethical considerations exist as inappropriate material could be posted by students Security of information is at risk (accidental erasures and malicious editing) Advertisements can be displayed depending on the type of Wiki which are very distracting for students

Opportunities Allows teachers to provide a learning environment that encourages, promotes, and values classroom diversity Allows teachers to promote digital citizenship through discussions about copyright Allows teachers to model skills for learning in digital age work Enhances inclusive learning

Threats   Open to the public domain if settings are not locked in private view and protected member only editing. Failure to ensure this occurs will make students vulnerable to outside influences thus risking the security of students and possibly exposing them to cyber-bullying, inappropriate material or physical harm. Copyright/plagiarism of information sourced externally could occur in written, video, imagery and sound formats

The link below is a great example of how wikis can be used enhance mathematics learning outcomes.

21st Century Skills Project (Wiki math mindmaps)

REFERENCES

Duffy, P., & Bruns, A. (2006). Use of blogs wikis and RSS in education: A conversation of possibilities. Retrieved from http://eprints.qut.edu.au/5398/