MEDUC 612:

Instructional Design and Development

             Fall 2009

      Professor Jesse Wisnouse



          Suza...
Garrett    2

Introduction and rational

       Online videos are a great tool for teachers to use to support curriculum i...
Garrett   3

Benefits to each site

       YouTube has many benefits to it. First, there are millions of videos for everyt...
Garrett     4

       Discovery Education had many great tools, which I find to be one of the best

benefits that an onlin...
Garrett    5

additional activities for lesson plans or pre- and post-activities. The different channels

didn’t help me t...
Garrett     6




Rankings

       The rankings of the online video websites were based on the total scores

determined by...
Garrett    7

so many videos that it got to be overwhelming to search for what I was looking for, and

most of the content...
Garrett   8


CATEGORY        4 Excellent        3 Good             2 Fair             1 Poor
Relativity to   Direct      ...
Garrett   9


Effectiveness Videos are          Videos are          Videos are         Videos are
in teaching   effective ...
Garrett 10


                graphics, and     graphics, and
                appropriate       appropriate
               ...
Garrett 11


                move from a          from a video to       go, but some
                video to related     ...
Garrett 12


                graphics, good     small graphics,                         animations,
                compre...
Garrett 13


                clearly labeled,     navigation are        reading. Links for the reader to the
             ...
Garrett 14


Load Time       Pages and videos   Pages and videos Pages typically    Pages and videos
                typic...
Garrett 15


http://streamingdiscoveryeducation.com/

http://www.teachertube.com/

http://www.youtube.com/
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Written Evaluation And Explanation And Completed Rubrics

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Written Evaluation And Explanation And Completed Rubrics

  1. 1. MEDUC 612: Instructional Design and Development Fall 2009 Professor Jesse Wisnouse Suzanne Garrett Web 2.0 Evaluation Online Video Websites November 23, 2009
  2. 2. Garrett 2 Introduction and rational Online videos are a great tool for teachers to use to support curriculum in the classroom. There are many different sites that house online videos and it can be quite a difficult task to choose which one would be the best tool to use. Depending on the school system’s Acceptable Use Policy and subscriptions purchased by specific schools, access to all of the websites may not always be feasible. The three websites I chose to evaluate that have a variety of online videos are http://www.youtube.com/, http://streamingdiscoveryeducation.com/, and http://www.teachertube.com/. I chose to evaluate online videos because I use them to supplement my teaching, especially in science. My students love it when I put little clips of video or even entire videos in my lessons. Since good teachers try to incorporate all of their students’ learning styles into lessons, using online videos really help to meet the needs of the visual learner. Videos, when used appropriately within a lesson can help to reinforce concepts that may be difficult for some students to understand. For example, I used a search for a video on electricity, since I am currently teaching a physical science unit on that right now. My students were having a hard time understanding the idea of atoms having protons, neutrons, and electrons, and how the transfer of electrons caused electricity. I showed a video on Discovery Education that animated that concept and it helped my students to make sense of that vocabulary and process. Online videos are a great tool to supplement curricular objectives in an interesting way and help the students to enjoy learning.
  3. 3. Garrett 3 Benefits to each site YouTube has many benefits to it. First, there are millions of videos for everything you could ever think of. It is almost a given that you will find exactly what you’re looking for or a link to it. In fact, when I searched for the concepts of electricity and adding fractions with unlike denominators, I was taken through YouTube to a Teacher Tube video, which I also evaluated using my rubric. I found pages of videos directly related to my search for both curricular indicators. There were also links to additional videos and suggestions for other videos to view. It was quick and easy to use the video in full screen mode and some videos had closed-captions. An account was not needed to view, download, or share videos. Links for navigation were clearly labeled, consistently placed, allowed the reader to easily move from a video to related videos (forward and back), and took me where I expected to go. All the links were active and load time was very quick for all pages and videos. Teacher Tube had fewer benefits to the website than I would have predicted. Like, YouTube, switching to full screen mode was quick; and channels were sorted by content, subject, and age level. There was a good relationship with curriculum content. A person would not have to login to share or embed a video in an online document. Pages and videos typically load reasonably quickly, but it took longer to get the videos to show in full screen. To view a video in full screen mode, Windows Media Player or Internet Explorer had to be used. In Firefox, you could only use it with Windows Media Player to view it in full screen mode. There were also other media to use such as audio, documents, and photos.
  4. 4. Garrett 4 Discovery Education had many great tools, which I find to be one of the best benefits that an online video site could give you. One tool was the access to lesson plans, quizzes, and tools for building them. Academic levels and curricular alignment were clearly stated and even a way to search for content, so finding age- and content-related materials was simple. Some videos provided options to go to other linked videos in that series, gave citation information, and/or offered related materials such as blackline masters, teacher guides, and/or quizzes. Lessons could be aligned to any state curriculum. Searching for videos was easy as you could search by subject, grade, media type, video detail, materials, or source. Videos were effective in teaching the desired content in an interactive way that students would enjoy while learning. All links were active. Storage of materials and videos in folders was made easy. There were many different media types such as audio, video clips, clip art, full video, images, reading passages, quizzes, and so much more to use on this website. Drawbacks to each site YouTube had a few drawbacks to it. I could not access this site from school. The content was blocked. There was also no way to align grade levels or curricular standards to the videos. Another fact that was considered a drawback to me, but may not be for many other people, is the whole social aspect. After I logged in, I was connected with people I knew and it became a social video network. Since I was searching for educational videos, I didn’t intend on using it for socializing and I’d rather not be bothered with that. There were so many videos on YouTube. It was quite overwhelming and many videos were just inappropriate. It got very busy to look at. There were no
  5. 5. Garrett 5 additional activities for lesson plans or pre- and post-activities. The different channels didn’t help me to find any age-appropriate or content-appropriate videos. Teacher Tube had many more drawbacks that YouTube had. The pages took an extremely long time to load especially if your search didn’t produce any results, which happened very often. It was hard to search. I had to reword my searches multiple times to find any videos. Most of the time, I got messages that there weren’t any subcategories while under the Channel search. There was a section with documents (worksheets) to use but were not directly linked with the videos or matched together for pre- or post- activities. It was quite slow going from video to video and between links. When I searched for electricity under the science channel, no searches provided a video. When I looked for adding fractions with unlike denominators, I was taken to pages of video links on adding whole numbers, identifying fractions, dividing fractions, and comparing fractions. It was until I was scrolling through, that on page three I finally found an appropriate video. Teacher Tube also had the whole social network capability and again that was not what I was looking for. That may very well not be a drawback to many other people. Discovery Education had a few drawbacks to using it. To view a video in full screen mode or closed-captioned, Windows Media Player or Internet Explorer had to be used. In Firefox, you could only use it with Windows Media Player to view it in full screen mode or closed-captioned. Navigation through my folders was a pain. Once I back clicked, I lost where I was in searching my folders and had to start over. I had to log in to have access to any videos. That could be a problem if a school does not have a subscription. That isn’t a drawback for me because I have a login.
  6. 6. Garrett 6 Rankings The rankings of the online video websites were based on the total scores determined by the rubric I created. Discovery Education was the best website for using online videos in education. It received a rubric score of 17.67. The breakdown for each category was the following: relativity to content- 4, ease of use by instructors-3, effectiveness in teaching-4, design, aesthetic appeal, and navigation accessibility-3.67, and load time-3. The strengths this website had were the additional tools, ease of searching content, availability of related materials, and the ability to align videos to any state curriculum. The weaknesses of this site were that you needed to have a subscription to view or use its materials and that you could not view the videos in full screen mode directly from their site if you are using Firefox, but it does work well in Internet Explorer or using a Windows Media Player. The next website, as ranked by my rubric, was You Tube with a rubric score of 17. The breakdown for each category was the following: relativity to content- 2, ease of use by instructors-4, effectiveness in teaching-3, design, aesthetic appeal, and navigation accessibility-4, and load time-4. There were a few strengths for this website. One major one was that there were millions of videos that were easy to access and loaded very quickly. Also, searches offered suggestions for other videos or linked videos. Last, an account was not needed to view or use the videos. One major weakness was that due to its social networking ability, it was banned by some school systems, like FCPS, and access to the website was denied. The other weakness was also its strength. There were
  7. 7. Garrett 7 so many videos that it got to be overwhelming to search for what I was looking for, and most of the content on YouTube was inappropriate for use in education. The worst website, according to my rubric, was Teacher Tube with a rubric score of 14. The breakdown for each category was the following: relativity to content- 3, ease of use by instructors-4, effectiveness in teaching-3, design, aesthetic appeal, and navigation accessibility-4, and load time-2. This website had a few strengths, such as no login is required, unless you want to download content, it only housed educational content; and there were also other media to use such as audio, documents, and photos. The drawbacks outweighed the benefits to this site. There were so many weaknesses. One was the amount of time it took for the pages to load, if your search didn’t produce any results and that happened often. Another was that it was hard to find what you wanted quickly. Next, there were no additional materials to use linked to the videos. Also my searches did not consistently give me appropriate videos for my search, and it was also another social networking site, though more for teachers and students to network. That may not be a weakness for other people, but I felt it was. Rubrics #1 Score: 17.67/20 Discovery Education http://streamingdiscoveryeducation.com/
  8. 8. Garrett 8 CATEGORY 4 Excellent 3 Good 2 Fair 1 Poor Relativity to Direct Good Limited No relationship Curriculum relationship relationship relationship with Content with with with curriculum curriculum curriculum curriculum content exists. content. content. The content. Website does Clearly states website Website has not state the academic randomly states limited videos academic levels level of target the academic suitable for and contains audience and level of target target audience. few videos for contains audience and Few videos can target audience. content and videos are be used in the No clear use of videos relevant mostly suited classroom the videos in to the audience. for audience. setting and regular Videos can be Videos can be there are little classroom used in integrated in to no additional activities. classroom and classroom activities for the website activities and whole class, includes there are individual or additional suggested uses group lessons. activities for for whole class, whole class, individual and individual and group lessons. group lessons. Ease of Use Graphics/links Graphics/links Graphics/links Graphics/links by are labeled or are mostly are seldom are not labeled Instructors have rollover labeled or have labeled or or don't offer labeling; fonts rollover seldom offer rollover are consistently labeling; fonts rollover labeling, fonts easy to read. are mostly easy labeling; fonts are difficult to Links for to read. Links are sometimes read. Some navigation are for navigation used for ease of links do not clearly labeled, are clearly reading. Links take the reader consistently labeled, allow for navigation to the videos placed, allow the reader to take the reader described. A the reader to easily move where s/he user typically easily move from a video to expects to go, feels lost. from a video to related videos but some related videos (forward and needed links (forward and back), and seem to be back), and take internal links missing. A user the reader take the reader sometimes gets where s/he where s/he lost. expects to go. expects to go. A user does not A user rarely become lost. becomes lost
  9. 9. Garrett 9 Effectiveness Videos are Videos are Videos are Videos are in teaching effective in mostly partially ineffective in teaching the effective in effective in teaching desired content teaching teaching desired content. in an desired content, desired content, Interactivity is interactive way with some with limited unrelated to that students interactivity interactivity learning, not will enjoy that appeal to and appeal to directed at while learning. students. students. student enjoyment. Design, The site is The site is The site is The site is not Aesthetic visually appealing to mildly visually appeal, and appealing to audience. appealing. appealing to Navigation target audience There is a There is a lack target audience. Accessibility and contains a slight balance of balance No balance good balance between between text between between graphics and and graphics. graphics and graphics and text. Home The home page text. Home text. Home page contains contains some page does not page contains direct links to links to other contain links to direct links to other parts of parts of the other parts of other parts of the web site but website and the website. the web site, links are not all only a few are Difficult to links are current or active and access the current and active. The current. The videos and active. The web site can be web site can be logins are web site is accessed with accessed with required to easily some effort and effort, (time view and accessible and logins are not consuming) download/share no login is required to and logins are all content. required to view content, required to view and but to view some download/share download/share content and content. it. download/share it. Load Time Pages and Pages and Pages typically Pages and videos videos takes more than videos typically typically load typically load 15 seconds to take a more very quickly reasonably load, but the than 15 (10 seconds or quickly (10-15 videos load seconds to less) on a 54k seconds) on a quickly. download due modem due to 54k modem to large small graphics, due to small graphics, good graphics, good animations, compression of compression of sounds, etc sounds and sounds and
  10. 10. Garrett 10 graphics, and graphics, and appropriate appropriate division of division of content. content. #2 Score: 17/20 YouTube http://www.youtube.com/ CATEGORY 4 Excellent 3 Good 2 Fair 1 Poor Relativity to Direct Good relationship Limited No relationship Curriculum relationship with with curriculum relationship with with curriculum Content curriculum content. The curriculum content exists. content. Clearly website randomly content. Website Website does not states the states the has limited state academic academic level of academic level of videos suitable levels and target audience target audience for target contains few and contains and videos are audience. Few videos for target content and mostly suited for videos can be audience. No clear videos relevant to audience. Videos used in the use of the videos the audience. can be integrated classroom setting in regular Videos can be in classroom and there are little classroom used in classroom activities and to no additional activities. and the website there are activities for includes suggested uses whole class, additional for whole class, individual or activities for individual and group lessons. whole class, group lessons. individual and group lessons. Ease of Use by Graphics/links Graphics/links Graphics/links Graphics/links are Instructors are labeled or are mostly are seldom not labeled or have rollover labeled or have labeled or seldom don't offer labeling; fonts are rollover labeling; offer rollover rollover labeling, consistently easy fonts are mostly labeling; fonts are fonts are difficult to read. Links for easy to read. sometimes used to read. Some navigation are Links for for ease of links do not take clearly labeled, navigation are reading. Links for the reader to the consistently clearly labeled, navigation take videos described. placed, allow the allow the reader the reader where A user typically reader to easily to easily move s/he expects to feels lost.
  11. 11. Garrett 11 move from a from a video to go, but some video to related related videos needed links videos (forward (forward and seem to be and back), and back), and missing. A user take the reader internal links take sometimes gets where s/he the reader where lost. expects to go. A s/he expects to user does not go. A user rarely become lost. becomes lost Effectiveness Videos are Videos are Videos are Videos are in teaching effective in mostly effective partially effective ineffective in teaching the in teaching in teaching teaching desired desired content in desired content, desired content, content. an interactive with some with limited Interactivity is way that students interactivity that interactivity and unrelated to will enjoy while appeal to appeal to learning, not learning. students. students. directed at student enjoyment. Design, The site is The site is The site is mildly The site is not Aesthetic visually appealing to appealing. There visually appealing appeal, and appealing to audience. There is a lack of to target audience. Navigation target audience is a slight balance balance between No balance Accessibility and contains a between graphics text and graphics. between graphics good balance and text. Home The home page and text. Home between graphics page contains contains some page does not and text. Home direct links to links to other contain links to page contains other parts of the parts of the other parts of the direct links to web site but links website and only website. Difficult other parts of the are not all current a few are active to access the web site, links are or active. The and current. The videos and logins current and web site can be web site can be are required to active. The web accessed with accessed with view and site is easily some effort and effort, (time download/share accessible and no logins are not consuming) and all content. login is required required to view logins are to view and content, but to required to view download/share download/share some content and content. it. download/share it. Load Time Pages and videos Pages and videos Pages typically Pages and videos typically load typically load takes more than typically take a very quickly (10 reasonably 15 seconds to more than 15 seconds or less) quickly (10-15 load, but the seconds to on a 54k modem seconds) on a 54k videos load download due to due to small modem due to quickly. large graphics,
  12. 12. Garrett 12 graphics, good small graphics, animations, compression of good sounds, etc sounds and compression of graphics, and sounds and appropriate graphics, and division of appropriate content. division of content. #3 Score: 14/20 Teacher Tube http://www.teachertube.com/ CATEGORY 4 Excellent 3 Good 2 Fair 1 Poor Relativity to Direct Good relationship Limited No relationship Curriculum relationship with with curriculum relationship with with curriculum Content curriculum content. The curriculum content exists. content. Clearly website randomly content. Website Website does not states the states the has limited state academic academic level of academic level of videos suitable levels and target audience target audience for target contains few and contains and videos are audience. Few videos for target content and mostly suited for videos can be audience. No clear videos relevant to audience. Videos used in the use of the videos the audience. can be integrated classroom setting in regular Videos can be in classroom and there are little classroom used in classroom activities and to no additional activities. and the website there are activities for includes suggested uses whole class, additional for whole class, individual or activities for individual and group lessons. whole class, group lessons. individual and group lessons. Ease of Use by Graphics/links Graphics/links Graphics/links Graphics/links are Instructors are labeled or are mostly are seldom not labeled or have rollover labeled or have labeled or seldom don't offer labeling; fonts are rollover labeling; offer rollover rollover labeling, consistently easy fonts are mostly labeling; fonts are fonts are difficult to read. Links for easy to read. sometimes used to read. Some navigation are Links for for ease of links do not take
  13. 13. Garrett 13 clearly labeled, navigation are reading. Links for the reader to the consistently clearly labeled, navigation take videos described. placed, allow the allow the reader the reader where A user typically reader to easily to easily move s/he expects to feels lost. move from a from a video to go, but some video to related related videos needed links videos (forward (forward and seem to be and back), and back), and missing. A user take the reader internal links take sometimes gets where s/he the reader where lost. expects to go. A s/he expects to user does not go. A user rarely become lost. becomes lost Effectiveness Videos are Videos are Videos are Videos are in teaching effective in mostly effective partially effective ineffective in teaching the in teaching in teaching teaching desired desired content in desired content, desired content, content. an interactive with some with limited Interactivity is way that students interactivity that interactivity and unrelated to will enjoy while appeal to appeal to learning, not learning. students. students. directed at student enjoyment. Design, The site is The site is The site is mildly The site is not Aesthetic visually appealing to appealing. There visually appealing appeal, and appealing to audience. There is a lack of to target audience. Navigation target audience is a slight balance balance between No balance Accessibility and contains a between graphics text and graphics. between graphics good balance and text. Home The home page and text. Home between graphics page contains contains some page does not and text. Home direct links to links to other contain links to page contains other parts of the parts of the other parts of the direct links to web site but links website and only website. Difficult other parts of the are not all current a few are active to access the web site, links are or active. The and current. The videos and logins current and web site can be web site can be are required to active. The web accessed with accessed with view and site is easily some effort and effort, (time download/share accessible and no logins are not consuming) and all content. login is required required to view logins are to view and content, but to required to view download/share download/share some content and content. it. download/share it.
  14. 14. Garrett 14 Load Time Pages and videos Pages and videos Pages typically Pages and videos typically load typically load takes more than typically take a very quickly (10 reasonably 15 seconds to more than 15 seconds or less) quickly (10-15 load, but the seconds to on a 54k modem seconds) on a 54k videos load download due to due to small modem due to quickly. large graphics, graphics, good small graphics, animations, compression of good sounds, etc sounds and compression of graphics, and sounds and appropriate graphics, and division of appropriate content. division of content. Websites Used http://www.rcampus.com//indexrubric.cfm http://rubistar.4teachers.org/
  15. 15. Garrett 15 http://streamingdiscoveryeducation.com/ http://www.teachertube.com/ http://www.youtube.com/

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