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TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
TUGASAN 4 KPT6044
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TUGASAN 4 KPT6044

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  • 1. KPT 6044: PEMBELAJARAN BERASASKAN ELEKTRONIK DAN WEB ASSIGNMENT 4: SELF READING CHAPTER 10- ENHANCING LEARNING WITH VIDEO LECTURER: DATO’ DR ABD LATIF BIN HJ GAPOR PREPARED BY: NURUL MAZNI BINTI JAMALUDDIN M20121000486
  • 2. QUESTION ONE DEFINE VIDEO LITERACY AND LIST THE FIVE (5) CORE CONCEPT OF VIEWING AND PRODUCING VIDEO.
  • 3. VIDEO LITERACY    Video = Any electronic media format that employs “motion pictures” to present a message. Video literacy = Knowledge and skills needed to “consume” or meaningfully view video as well as to produce video. Core concepts to understand video literacy 1. An author constructs the message 2. The format is unique for each message 3. Each viewer interprets the message differently 4. Points of view and values are part of each message 5. Most messages are organized to promote a specific purpose
  • 4. VIEWING VIDEO  Core 1. 2. 3. 4. 5. concepts Who created this message? What creative techniques are used to attract my attention? How might various people understand this message differently? What values, lifestyle, and points of views are represented or omitted? What is the purpose of the message?
  • 5. PRODUCING VIDEO  Core 1. 2. 3. 4. 5. concepts What am I authoring Does the message reflect understanding in format, creativity, and technology Is my message engaging and compelling for my target audience? Have I clearly and consistently framed values, lifestyles, and points of view in my message? Have I communicated my purpose effectively?
  • 6. QUESTION TWO EXPLAIN HOW STUDENT LEARNING IN ENHANCED BY THE APPLICATION OF VIDEO IN EACH INSTUCTIONAL DOMAIN- COGNITIVE, AFFECTIVE, PSYCHOMOTOR, AND INTERPERSONAL
  • 7. COGNITIVE DOMAIN  Learners can observe dramatic recreations of historical events and actual recordings of more recent events.  Color, sound and motion make personalities come to life.  Video can enhance the textbook by showing processes, relationship and techniques.  Students can read before viewing as an introduction to the topic, or may use the video to interest students in reading about the topic.
  • 8. AFFECTIVE DOMAIN  When there is an element of emotion or the desire for affective learning, video usually works well.  Role models and dramatic messages on video can influence attitudes. Because of its great potential for emotional impact on students attitudes.  Cultural understanding can be developed through viewing video depicting people from all parts of the globe.
  • 9. PSYCHOMOTOR DOMAIN  It is a great processes of the video when showing by using the motor skills.  Demonstration of psychomotor skills are often easily seen through media than in real life.  The student‟s performances can also be recorded to the video.  This video enables learners to observe their efforts and received response from friends, teachers and others.
  • 10. INTERPERSONAL DOMAIN A diverse group of learners can build a common base experience when showing in a video program together such as catalyst for discussion.  The interpersonal skill of students can be observe the behavior of others on video for demonstration and analysis.
  • 11. QUESTION THREE LIST AND DESCRIBE HOW THE FOUR TYPES OF EDUCATIONAL VIDEO SUPPORT STUDENT LEARNINGDOCUMENTARY, DRAMATIZATION, VIDEO STORYTELLING, VIRTUAL FIELD TRIPS.
  • 12. DOCUMENTARY  The documentary deals with facts, not fiction or fictionalized versions of facts.  Documentaries attempt to depict essentially true stories about real situations and people.
  • 13. DRAMATIZATION  Video has the power to hold your students spellbound as a drama unfolds before their eyes.  Dramatization is also an excellent venue to build positive student character and attitudes in such areas as multiculturalism, disabilities, self-esteem and working cooperatively.
  • 14. VIDEO STORYTELLING      Humans are „storytelling animals‟. We love to hear and tell stories because they are entertaining and informative. Stories can incorporated into instruction through videos. Also an important skill to develop in students of all ages. Video storytelling allows students to be creative while developing their writing, visual literacy and video production skills. The goal is to teach students to teach students to express ideas through stories. In the process, students can both teach and learn from each other.
  • 15. VIRTUAL FIELD TRIPS  Videos can take students to places they might not be able to go otherwise.  Videos enhance and build on knowledge gained from reading textbooks, Internet description or listening to lectures
  • 16. THANK YOU

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