Using video in Education

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The presentation regards the ways for the pedagogical use of video in class and the benefits of publishing and disseminating videos in social networks. Video is a “social object” inspiring and motivating students, cultivating dialogue, rating, polls and sharing in learning communities. Enabling school communities to present and disseminate their projects could make them available to each citizen. Therefore, video activates the students’ participation and communication, enhancing their creativity and collaboration.
Furthermore, video is a “learning object” supporting interactions, providing opportunities to gain an insight into ideas, content and events, engaging in conversations with people all over the globe who share similar interests, passions, problems and experiences. So video is an essential tool for the development of educators’ “Professional Learning Networks” (PLN).

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Using video in Education

  1. 1. Using Video inEducationSofia PapadimitriouDigital and Social MediaEducational RadioTelevision Ministry of Education,PhD Candidate School of HumanitiesHellenic Open University@sofipapadisofipapadi@gmail.com
  2. 2. Pedagogical Use of VideoUsing media to support learning from pre-school through to University
  3. 3. Technologies and pedagogical methodsΓνωστικόςΣυμπεριφορισμός• 1-1communication• Mass Media :• Press, Radio, TVConstructivism• Ν-Ν communication• Conference• sound, video, WebConnectivism• Web 2.0• Social NetworksUsing media to support learning from pre-school through to University
  4. 4. The rise of the Networked Society - Castells, 1996
  5. 5. Pedagogical frameworkBloom’s taxonomyrevised Bloom’s taxonomyUsing media to support learning from pre-school through to University
  6. 6. Using media to support learning from pre-school through to University
  7. 7. A. Introductory activities: to engage, stimulate and motivatestudents.B. Activity based clips: directly related to an explicit learningactivity which the teacher will recognize and wish to use.C. Affective domain clips: encourage or facilitate empathy andemotional engagement on the part of the viewer.D. Conceptual enablers: enable the teacher to focus learningactivities around cognitive ideas such as analysis, synthesis,extrapolation, interpretation.E. Visual and spatial clips: provide clear visual images, imageryand representations.Using media to support learning from pre-school through to University
  8. 8. A. Introductory activities1. Hook/stimulus’ clips(clips that might grab attention/aid to stimulation) – any of the followingfeatures: Shock/surprise/delight Creating a sense of suspense/uncertainty Posing a problem or issue to be resolved (but without the resolution at this stage)2. Signpost videos (Koumi) As an introduction to the topic/or as a plenary To provides a focus: i.e. what to look for in the rest of the video or topic (this could be incommentary of with visual clips) To providing a rationale for a topic – e.g. why are we studying this? To flag up what is coming later (‘distant signposts’ – Koumi)Using media to support learning from pre-school through to University
  9. 9. Using media to support learning from pre-school through to University
  10. 10. B. Activity based clips with rich visual or audio content that learners could be asked to identify, spot that facilitate close observation skills (e.g. spot this) that show other times and/or culturesUsing media to support learning from pre-school through to University
  11. 11. C. Affective domain clipsSensitise and emotionalise: signal a change of mood, tempo or topic highly emotional, charged clips (with a rationale) stunning, wow factor clips (incredible landscapes or wildlifedepictions)
  12. 12. D. Conceptual enablers Predicting clips: they can be stopped at a point where student is asked topredict what happens next. Compare and contrast (similarity and difference) Extrapolate and predict (encourage learners to consider what wouldhappen if this was to be extended into the future ) Interpretation (require the learner to explain what is happening)Using media to support learning from pre-school through to University
  13. 13. E. Visual and spatial clips Special geographic significancee.g. specific places, sites, events, festivals The world around usNatural history, Our Planet Clips with a strong visual representationworks of art, maps, objects Instructional (how to do things),cook, sports technique, use software, learn a language Clips illustrating dynamic phenomena
  14. 14. Use of Video andactive learningUsing media to support learning from pre-school through to University
  15. 15. Learning requires the active, constructiveinvolvement of the learnerUsing media to support learning from pre-school through to University
  16. 16. Designing Learning EnvironmentsINTERNATIONAL ACADEMY OF EDUCATION,INTERNATIONAL BUREAU OF EDUCATION, Unesco (2002)Using media to support learning from pre-school through to UniversityIt is a challenge forteachers to createinteresting andchallenging learningenvironments thatencourage the activeinvolvement ofstudents.Learning is primarilya social activity andparticipation in thesocial life of theschool is central forlearning to occur.People learn bestwhen they participatein activities that areperceived to be usefulin real life and areculturally relevant.
  17. 17. Η πλατφόρμα i-createΗ i-create σήμερα
  18. 18. Video is a“social object”Using media to support learning from pre-school through to University
  19. 19. Using media to support learning from pre-school through to University
  20. 20. Publishing video …on “your channel”Using media to support learning from pre-school through to University
  21. 21. Using media to support learning from pre-school through to University
  22. 22. Disseminating videoUsing media to support learning from pre-school through to University
  23. 23. …in social networksUsing media to support learning from pre-school through to University
  24. 24. Participating oni-create
  25. 25. Commenting oni-create
  26. 26. Evaluating oni-create
  27. 27. Evaluating oni-create
  28. 28. Disseminating insocial networks
  29. 29. Mentoring oni-create
  30. 30. Video in Social Networks Inspires and motivates students. Cultivates dialogue, rating, polls and sharing. Enables school communities to present anddisseminate their projects, making themavailable to each citizen. Activates participation and communication. Supports creativity and collaboration. Emerges the “wisdom of the community”(crowd-sourcing)Using media to support learning from pre-school through to University
  31. 31. Video is a“social object”FacebookTwitterGoogle+LinkedinBlogWikiScoop.itVimeoYouTubeDailymotion
  32. 32. Video is a“learning object”Using media to support learning from pre-school through to University
  33. 33. Embedding video in web based learningenvironmentsUsing media to support learning from pre-school through to University
  34. 34. Participating in Communities ofPracticeUsing media to support learning from pre-school through to University
  35. 35. Developing your ProfessionalLearning Network (PLN)A PLN is the people who connect through social media to exchange ideas,communicate, collaborate and advance our professional development.
  36. 36. Video in Professional LearningNetworks (PLNs) Supports interactions. Provides opportunities to gain an insight intoideas, content and events. Engages you in conversations with people all overthe globe who share similar interests, passions,problems and experiences.Using media to support learning from pre-school through to University
  37. 37. ΕπαγγελματικάΔίκτυα ΜάθησηςWeb BasedΠεριβάλλονταΜάθησηςΕκπαιδευτικοίΠόροιVideo is a“learning object”
  38. 38. Using media to support learning from pre-school through to University

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