The simplest way to think of videos is in two parts: technical and pedagogical (CQUniversity, 2009). Technically, the making of video and in digital age can be referred to as digital video cameras (CQUniversity). Pedagogical are the reasons why a LM draws on them to teach students in the learning environment (CQUniversity). Videos for educational purposes can be played in blogs, wikis, LMS and Web sites using embedding code from video sharing Web sites (Commonwealth of Australia, 2008.
Lightbody (2007) quotes,
Students today live in a multimedia world and appreciate variety in their learning environment. They take audio visual information and the Internet for granted! When learning they find a mixture of text, still images, sound and video is more interesting than 'chalk and talk'. They gain opportunities for higher level thinking when producing their own digital video clips.Thus videos are effective and engaging technology tools LM should be employing in their students’ education.
In my learning at school, videos were the only ICT utilised that has been covered in this delivery technology topic. I also can remember LM using a whiteboard projector hence I must be a digital immigrant (Presenky, 2001). However when thinking of school and videos the first thing that pops into my head is boredom and sleep, as I was not an admirer of the videos the class watched: most were for science. Saying this video have come along way now and I think I have a great tool for explaining things in a simpler term by means of demonstrations and illustrating concepts, ideas and example supported by text captions, diagrams, still images, descriptions, interviews and interactions which on Dale’s Cone is the fourth most effectiveness of learning (ACU, 2000). For example LM maybe going to use blogs in his/her learning environment hence the LM will find a video oh how they can be used, the features, how to set one up etc. I am a visual learner hence The YouTube demonstration throughout this course has help me to grasp the new technologies I am learning and will do the same for students of this nature.
Technical CQUniversity (2009) claims, “The simplest way to make video clips is to shoot the footage on a digital video camera and then capture this footage into a computer video editing package such as iMovie (apple Mac) or MovieMaker (PC)”. The benefits for the LM employing this in their learning environment that is the LM can create authentic purpose around collaboration work thus provide students with learning skills such as project management, scheduling, time management, leadership, consensus-building etc (Kearsley & Shnedierman, 1999). CQUniversity lists various way students are able to use their digital video camera to make authentic videos “news reports; how to build something; re-telling history; describing the emotional impact of disaster or providing humour”. Video recording can then be use for assessment purpose and the student can do their own presentations or demonstrations; however, with this in mind, the LM needs to be considerate of the technical component of digital video production. Higher order and creative thinking is apply to this application as students are working collaboratively enhancing communicating, multiple learning styles are catered for visual mainly and the task can be open, for example, students can do the topic on sports and why it is a great team sport and under that heading pick which sports and how they are going to film it etc.I have included below showing how a video can be utilise in the learning environment for higher order and creative thinking. The video is from “School Tube” it is done by a school student, Jaden, who attends school at “Wooland Intermediate Kimberly “. The video is a book review: Title: Kirsten Learns a Lesson by Janet Shaw.
Pedagogical The pedagogical benefits of utilising videos in the learning environment are they can be used to highlight, freeze-frame, played in slow motion or pause which is beneficial for LM because they can go into more detail explaining what is on screen or what students have seen so far (Commonwealth of Australia, 2008). They can also be beneficial for visual learners; ESL students – voice-over or on-screen labels; (Commonwealth of Australia). A video can be reviewed later for students who would like to watch it again or for students who have missed a class (CQUniversity, 2009). In addition LM can introduce a topic or problem task by employ video to briefly explain the overall aim and goals (CQUniversity).
Aurukn is a remote indigenous community with the lowest attendance rate in the state. Education thus far has failed many of these children. The digital age provides now opporunities for learning. A production team went to the community to work with the students for 6 weeks. In that time the children learnt to raise the expectations of them selves. They created their own story and filmed it. It was entirely student centred and the task was authentic, it was real to them as it was about a story they wanted to tell. The attendance, engagement and motivaltion of studnets increased and inspired the community. So to did the students self esteem and confidence and as one child said "it makes me feel proud". Technology needs to span the nation to be utilised in any location for any age level.
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