video, affordances of technology, pedagogy, education

1. VIDEO: affordances for learning as creators and viewers.
Features of the technology Affordances (activities and practice) Affordances (examples of pedagogy and designs)
Separate elements of images (still or moving) and audio
can be brought together from different sources.
 Text can be added to images within video
presentations.
 Add commentary to images
 Choices about camera angle etc.
Creating
Elements can be created separately by an individual or
by individuals within a group.
Visual elements are given greater emphasis. Text works
to complement.
Though their design decisions creators influence how
the audience frames the information presented e.g.
camera angle, commentary etc…
Creators must negotiate how these elements work
together to create a coherent message and consider
how each mode of expression contributes to this
message.
COLLABORATION
 Students work in groups to create a short video
around a topic (e.g. changes to Aboriginal
culture after colonisation) or narrative. Each
group member is assigned a specific role in
production and collaborates to produce a
coherent video.
HIGHER ORDER THINKING
 Teacher scaffolds students planning, evaluation
of information and consideration of audience,
different perspectives and purpose as part of
the process of video production.
MULTIPLE MEANS OF ( CREATIVE) EXPRESSION
 Students are given the option to create an
animation to demonstrate their understanding
of a concept or present a narrative.(Go
Animate).
AUTHENTIC AUDIENCE
 Students publish their videos to a wider
audience via a class blog.
REFLECTION
 Students watch a recording of an oral
presentation they have shared with the class.
Using a collaboratively created rubric they
identify strengths and areas to improve.( direct
filming, upload to EdAlbum on Learning Place
for viewing) .
Text can be added between sections of video Creators can add prompts /focussing questions to
influence the viewer.
Zoom in / Zoom out
Framing
Creators can focus viewers’ attention on particular
aspects of visuals or show the “bigger picture”.
Plays in a set sequence. Timing of audio and visual
elements must match for coherence.
Creators must carefully sequence/storyboard their
ideas, and also rehearse and script the presentation.
Short presentation length. Creators must distil the most important & compelling
information about their topic.
This requires them to evaluate, summarise and make
critical choices about the content presented.
Easily shared digitally.
Uses format of popular media,
Uploaded to Web via You Tube etc accessed remotely
via mobile and fixed devices.
Access to global audience.
Potential audience may be greater as this format is
more appealing than text to many people.
Captures non-verbal meaning- body language, tone of
voice and facial expressions.
Creators make conscious decisions about how their
presentation will engage audience emotions.
Ability to create and manipulate images, characters,
backgrounds etc.
Supports creative expression as creators can make
what they imagine and show this to others.

2. These do not need to be limited by reality or what is
physically possible. Creators and viewers gain insights into new ways of
seeing/thinking through simulated experience
INSPIRATION & MOTIVATION
 Teacher creates a “trailer” to capture student
interest and engagement with a upcoming unit
or strategy (iMovie).
DIRECT INSTRUCTION
 Teacher models a particular skill or process with
think aloud. May show the use of a strategy or
a technical skill needed to complete a learning
activity. ( Educreations, Screen capture
software, direct filming, PowerPoint Movie
Maker).
 Teacher creates short movies to quickly
revise/consolidate concepts for students to
access from a virtual classroom. (PowerPoint/
Movie Maker).
 Students access online instructional videos ( i.e.
Kahn academy or Teacher Tube)
PEER TUTORING
 Students demonstrate understanding of a skill
or process by recording themselves for a peer
to watch and learn from. Students may choose
to share these recordings with a wider
audience. (Edu creations )
INQUIRY / SUBSTANTIVE CONVERSATION
 Students view a demonstration of a science
experiment prior to an in class discussion and
carrying out a similar/ related in class
experiment. And are requested to bring
questions and possible explanations to class
discussion. ( Teacher Tube)
Captures a large amount of complex information in a
format that is easily understood.
Creators are able to show skills and procedures
effectively. Rather than describing them.
Viewing
Viewers are able to analyse specific aspects of a
performance or demonstration.
Able to record your self – performing a simple or
difficult task.
Provides the learner with a way of “seeing” themselves
which supports reflection.
Shows events not otherwise accessible because of
distance or time.
Remote viewers can access the same information as
those present at a live event.
Watching video from past – can compare past and
present performances.
Can be rewound and watched repeatedly. Viewers can watch until they have mastery- regardless
of access to instructor.
Can be accessed from a variety of fixed and mobile
devices.
Learners can access videos on demand and as the need
arises.
Can be frozen, slowed down or sped up. Viewers match the speed of presentation to their level
of mastery or understanding.