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    Video Video Presentation Transcript

    • – refers to the electronic storage of moving images– latin word means “I see”
    • CHARACTERISTICS of VISUAL LEARNERS• Information presented in pictures, charts or diagrams is easily remembered.• Visual learners have strong visualization skills. They can look up (often up to the left) and see the information invisibly written or drawn.• Visual learners can make “movies in their minds” of information they are reading. Their movies are often vivid and detailed
    • • Visual-spatial skills such as sizes, shapes, textures, angles, and three-dimensional depths are strong.• Visual learners often pay close attention to the body language of others (facial expression, eyes, stance, etc.)• Visual learners have a keen awareness of the aesthetics, the beauty of the physical environment, visual media, or art.(
    • 1. Manipulation of Time2. Manipulation of Space3. Animation4/24/2011 copyright 2006 5 www.brainybetty.com
    • SPECIAL ATTRIBUTES of MEDIA1. Manipulation of Time – video permits us to increase the amount of time required to observe an event. a. Compression of time – known as time lapse b. Expansion of time – time can be expanded in motion media through technique called slow motion
    • 2. Manipulation of Space – motion media permit us to view phenomena in microcosm and macrocosm – that is, at extremely close range or from a vast distance.
    • 3. Animation – is a technique whereby the film maker gives motion to otherwise inanimate objects4/24/2011 copyright 2006 8 www.brainybetty.com
    • 1. Motion2. Process3. Risk-free observation4. Dramatization5. Skill learning6. Affective learning7. Problem solving8. Cultural understanding9. Establishing commonality
    • 1. Motion – moving images have an obvious advantage over still visuals in portraying concepts in which motion is essential to mastery especially on psychomotor skills.
    • 2. Process – operation such as assembly line steps or science experiments, in which sequential movement is critical, can be more effectively.
    • 3. Risk-free observation – video allows learner to observe phenomena that might be dangerous to view directly, such as eclipse or of the sun, a volcanic eruptions or warfare.
    • 4. Dramatization – dramatic reactions can bring historical events and personalities to life. They allow students to observe and analyze human interactions.
    • 5. Skill learning – through video, students can view a performance over and over again for evaluation. They can also observe video of their own performance for feedback and improvement.
    • 6. Affective learning – video can be useful in shaping personal and social attitudes. Documentary and propaganda videos have often been found to have a measurable impact on audience attitudes.
    • 7. Problem solving – open-ended dramatizations are frequently used to present unresolved confrontations, leaving it to the viewers to discuss viewer ways of dealing with a problem.
    • 8. Cultural understanding – we can develop a gut level appreciation for other culture by seeing depictions of everyday life in other societies.
    • 9. Establishing commonality – by viewing video programs together, group of people can build a common base of experience to discuss on issue effectively.
    • 1. Fixed pace2. Talking head3. Still phenomena4. Misinterpretation5. Abstract, non-visual instruction
    • 1. Fixed pace – although videos can be stopped for discussion, this is not usually done in group showings, because the programs runs at a fixed pace, some viewers may fall behind while others are waiting impatiently for the next point.4/24/2011 copyright 2006 20 www.brainybetty.com
    • 2. Talking head – many videos especially in-house production, consist mostly of close-up people talking. Video is not a great oral medium – it is a visual medium! Use audio tapes for verbal messages.4/24/2011 copyright 2006 21 www.brainybetty.com
    • 3. Still phenomena – video is advantageous for concepts that involve motion, it may be unsuitable for other topics where detailed study of a single visual is observed (eg. Map, diagram, or an organizational chart)4/24/2011 copyright 2006 22 www.brainybetty.com
    • 4. Misinterpretation – documentation and dramatization often prevent a complex or sophisticated treatment of an issue. A scene intended as a satire might be taken literally by a young or naïve viewer.4/24/2011 copyright 2006 23 www.brainybetty.com
    • 5. Abstract, non-visual instruction – video is poor at presenting abstract, non-visual information. The preferred medium for words alone is text.4/24/2011 copyright 2006 24 www.brainybetty.com