Developing ideas with video - Y1 ICT Specialists, Lecture 15.
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Developing ideas with video - Y1 ICT Specialists, Lecture 15.

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We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing ...

We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing software.
FOLLOW-UP
• Post your screen cast and interview to your blog.
• Make a start on creating your video essay, perhaps incorporating sections of your screencast.
• Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay.
• Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980)
ADDITIONAL RESOURCES
• Chapter 3 of Pritchard (2008)
• Counts (2004)

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  • They ’ ve covered the ideas behind these in T&L lectures and the prep. reading, but it ’ s still worth just checking they know what the words mean. I get them to choose the one they ’ re best at and then ask the students who picked each to give examples of how video might be used to develop a pupil ’ s capabilities in that area. A little criticality is no bad thing here, and so it ’ s worth encouraging them to suggest flaws in Gardiner ’ s idea. Recommended readings are at http://www.dawsonera.com/guard/protected/dawson.jsp?name=Roehampton%20University&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203887240 (requires RU Shibboleth authentication) and http://www.thirteen.org/edonline/concept2class/mi/index.html
  • I ’ ve generally asked them to share examples of any video work they saw on placement rather than going through the above.
  • Final advice
  • Final advice
  • Final advice
  • Final advice
  • Final advice

Developing ideas with video - Y1 ICT Specialists, Lecture 15. Presentation Transcript

  • 1. Multiple Intelligences
  • 2. Video in primary schools Recording evidence Multiple literacies Live action  Kit?  Edited vs raw footage Animation  Stop motion  Computer generated (‘tweening vs programming) YouTube etc Concerns?
  • 3. Key text for your work asa studentCounts, E (2004) MultimediaDesign and Production, London:PearsonED Counts’ web site
  • 4. Be a moviemaker“With contemporary technologies,virtually anyone can be amoviemaker … Even morerevolutionary than simply makingour own movies, we can distributethem to the world via the WorldWide Web.” (p8) Counts, 2004
  • 5. Be creative“… students and teachers canlearn to use multimedia tools,theories and skills to createoriginal , inventive andexpressive works of hightechnical quality.” (p7) Counts, 2004
  • 6. Spectacular results“Unfortunately, if one wishes touse multimedia tools creatively,there is no way to avoid themany hours that it takes to learnto use them. Most often,however, the time spent pays offin successful and sometimes evenspectacular results.” (p9) Counts, 2004
  • 7. Vision“The creative and expressivepower of contemporarymultimedia production tools isnearly unlimited … [but] merelyhaving some skills in operatingtools and devices cannotcompensate for a lack of vision,imagination, motivation, passionand above all, a point of view.”(p12) Counts, 2004
  • 8. f. Provide a critical justification for the place ofmultimedia games in school, in the form of a videoessay. (20%)You should, drawing on your readings and yourexperience in this project and elsewhere, critically justifythe use of multimedia games in school to support orextend learning. Create an edited video, of no more than3 minutes duration, in which you give your views on thisquestionThis and final versions of the above sections must besubmitted on or by 20th May.
  • 9. An excellent video essay should:•critically reflect on readings and personal experience,making connections and comparisons between these;•explain rather than describe;•include both live recording and illustrative screencaptures;•be coherent and well structured;•ensure the quality of the video is acceptable, e.g. set thewhite balance/exposure, frame the subject appropriately;•have titles, credits, a voiceover and carefully chosenmusic/sound effects;•exhibit good standards of spoken English and be nolonger than three minutes.
  • 10. Screencasts
  • 11. Ken Burns
  • 12. Green Screen
  • 13. Talking Heads
  • 14. Establishing Shots
  • 15. Stock Footage
  • 16. ReferencingLord, P & Park, N. (2000) Chicken Run.[VHS Video]. UK: Pathe Distribution
  • 17. To follow up… Post your screen cast and interview to your blog. Make a start on creating your video essay, perhaps incorporating sections of your screencast. Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay. Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980)