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Video and pedagogy
 

Video and pedagogy

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Slides from ViTAL (http://vital-sig.ning.com/) webinar 9 March 2011

Slides from ViTAL (http://vital-sig.ning.com/) webinar 9 March 2011
Recording available at http://lancasteruni.adobeconnect.com/p60258356/

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    Video and pedagogy Video and pedagogy Presentation Transcript

    • Slides from ViTAL (http://vital-sig.ning.com/) webinar 9 March 2011
      Recording available at http://lancasteruni.adobeconnect.com/p60258356/
      Video and pedagogy - what questions should we be asking now ?Clive Young, UCL
    • video’s “perfect storm”
    • Who needs pedagogy?
      Managers and support staff – is the investment worth it?
      Teachers – How can I justify this to my HoD?
      Students – How do I know I’m looking at/learning the right stuff?
      Learning technologists/AV – how can we provide models of good practice/support?
    • How can I design and produce effective video resources?
      e.g. is lecture capture a good use of my (and my students’) time?
      ideas, models of use, descriptions, practical tips, models of design, process guides, vocabulary, examples, evaluation
    • Getting ever more complex?
      Image
      + Interactivity
      + Integration
      Film strip/slide
      TV / VHS
      Desktop video
      Multimedia
      Web media
      Streaming
      Mobile video
      Social video
      + Input
      Based on Thornhill, Asensioand Young (2002)
    • Getting ever more complex?
      Image
      + Interactivity
      + Integration
      Film strip/slide
      TV / VHS
      Desktop video
      Multimedia
      Web media
      Streaming
      Mobile video
      Social video
      Instruction (?)
      Constructvism
      Conversation
      Context
      + Input
      Multimodalities
      Multiliteracies
    • Image – from ViTAL discussion
      Practical instructional videos...on phones
      “I've used video in a few of our 'learning objects' and it's saved a) a lot of descriptive text and b) a lot of custom drawing/animation….Because both objects were trying to describe physical body methods, video was ideal” [Fred Riley]
      Short lectures ‘summaries’ [Janice Whatley]
      Quality e.g. lecture capture, Flip cameras
    • Image – Jack Kuomi’s framework
      Original at http://jackkoumi.co.uk/resources.html
    • Image – Jack Kuomi’s framework
    • http://jackkoumi.co.uk/
    • Interactivity
      “the main reason why television did not become everyone’s teacher was because it lacked the very essential quality of teaching: the ability to interact with the learner” Mark Rosenberg 2001
      About
      Access – own computer + mobile devices
      Choice – on-demand (+ search)
      Control – start, stop, pause, skip, review
      http://www.flickr.com/photos/nesster/3714783252/
    • Interactivity
      Catch up missed lectures or review of ones attended “more common?” – can listen to several times
      Mobile video...or just audio
      Download-ability – some are resistant...
      Affordances of LC and other tools (search, metadata etc)
      Accessibility e.g. text versions
      http://www.flickr.com/photos/bredgur/1323025528/
    • Integration
      Video as student assessment
      Peer review of performance
      Link LC to a LMS + collaborative tools?
      The relationship between live and recording
      Flipping/Vodcasting – viewing the lecture/ demonstration/worked example beforehand – makes the face-to-face interactions of the lecturer and student more productive (also covertly introduces ‘independent learning’)
    • Integration – Sams and Bergmann
      http://mast.unco.edu/programs/vodcasting/
    • Integration dial-e designs (JISC)
      “using digital video resources to actively engage learners”
      engagement
      knowledge
      reflection
      http://misc.jisc.ac.uk/JISC/framework.php
    • Input
      Evolution of the moving image?
      Sit back (film and TV)
      Sit forward (internet video)
      Stand up (social video)
      [after Chris O’Hagan]
      http://www.flickr.com/photos/daquellamanera/310344132/
    • Cone of learning
      Warning!
      ‘Folklore’
    • Is this the ‘best’ use of video?
      Focus on student rather than on teacher
      Student as co-creator of knowledge
      Video as process rather than on product
      “the demands of producing even a short video threw learners back on the subject … clarifying understandings through articulation and also increased confidence …. there's a production cost in terms of time and effort but I was surprised that wasn't higher.” [Grant Barclay]
    • Input – process/culture
      Mass media culture: “As we move away from a mass media culture and into the era of crowd sourced content, the ability to produce quality content will become increasingly important.  We tend to teach yesterdays media, i.e. how to interpret the Novel, and how to write a good essay…. “ [Laurence Cuffe]
      Is crowd sourced media a
      ‘disruptive’ technology?
      Michael Wesch's
      "The Visions of Students Today"
      2011 Remix One
    • Getting ever more complex?
      Image
      + Interactivity
      + Integration
      Film strip/slide
      TV / VHS
      Desktop video
      Multimedia
      Web media
      Streaming
      Mobile video
      Social video
      + Input
    • Or is it just about good pedagogy?
      e.g. Chickering & Gamson’s ‘7 Principles of Good Practice’
      Encourages contacts between students and faculty;
      Develops reciprocity and cooperation among students;
      Uses active learning techniques;
      Gives prompt feedback;
      Emphasises time on task;
      Communicates high expectations; and
      Respects diverse talents and ways of learning
      [Tim O'Riordan]
    • Some questions
      How important is quality/glossiness? ‘Just good enough' will serve the purpose in terms of learning. [Lindsay Jordan]
      The accessibility challenges and  benefits [Adam Warren]
      What kinds of video will learners want to view on their mobile devices? Mini-lectures or personalised feedback [Adam Warren]
      What type of criteria should we apply to student-generated video, and does the glossiness of the presentation have an undue influence on our assessment of its quality? Is poor audio a bit like poor spelling? [Adam Warren]
      How do we engage with our academics in all this? [Ollie Furlong]
      Additional to traditional modes of delivery or can video change the way courses are designed? [John Conway]
      … are we at the ‘horseless carriage’ stage?
      http://www.flickr.com/photos/exfordy/4735918547/