Flip (Video) For West Chester University

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These slides focus on the design of an authentic video production project for undergraduate teacher candidates. Our goal was to help our teacher candidates understand the role of video as a teaching and learning tool, while at the same time creating authentic products for real schools.

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  • Flip (Video) For West Chester University

    1. 1. Flip (Video) For West Chester University Thursday, February 12, 2009
    2. 2. Flip (Video) For West Chester University Dr. Chris Penny West Chester University PETE&C 2009 Thursday, February 12, 2009
    3. 3. Overview Thursday, February 12, 2009
    4. 4. Overview Introductions Thursday, February 12, 2009
    5. 5. Overview Introductions Flips Camcorders Thursday, February 12, 2009
    6. 6. Overview Introductions Flips Camcorders Significance Thursday, February 12, 2009
    7. 7. Overview Introductions Flips Camcorders Significance PSA Project at WCU Thursday, February 12, 2009
    8. 8. Overview Introductions Flips Camcorders Significance PSA Project at WCU Implications for teaching and learning Thursday, February 12, 2009
    9. 9. Overview Introductions Flips Camcorders Significance PSA Project at WCU Implications for teaching and learning Questions...maybe. Thursday, February 12, 2009
    10. 10. The Flip Thursday, February 12, 2009
    11. 11. The Flip Small, inexpensive Thursday, February 12, 2009
    12. 12. The Flip Small, inexpensive Does one thing and does it well Thursday, February 12, 2009
    13. 13. The Flip Small, inexpensive Does one thing and does it well 13 percent of market year 1 Thursday, February 12, 2009
    14. 14. The Flip Small, inexpensive Does one thing and does it well 13 percent of market year 1 Taken places it could be damaged or lost. Thursday, February 12, 2009
    15. 15. Flip Models Thursday, February 12, 2009
    16. 16. Flip Models Thursday, February 12, 2009
    17. 17. How does it work? Thursday, February 12, 2009
    18. 18. How does it work? Quintessential point-and-shoot device Thursday, February 12, 2009
    19. 19. How does it work? Quintessential point-and-shoot device No settings - just play, delete, and zoom Thursday, February 12, 2009
    20. 20. How does it work? Quintessential point-and-shoot device No settings - just play, delete, and zoom Spring loaded USB - No cables Thursday, February 12, 2009
    21. 21. How does it work? Quintessential point-and-shoot device No settings - just play, delete, and zoom Spring loaded USB - No cables Flash memory - No tapes Thursday, February 12, 2009
    22. 22. How does it work? Quintessential point-and-shoot device No settings - just play, delete, and zoom Spring loaded USB - No cables Flash memory - No tapes AA batteries - No charger Thursday, February 12, 2009
    23. 23. How does it work? Quintessential point-and-shoot device No settings - just play, delete, and zoom Spring loaded USB - No cables Flash memory - No tapes AA batteries - No charger Edit or convert files with built in software Thursday, February 12, 2009
    24. 24. How does it work? Quintessential point-and-shoot device No settings - just play, delete, and zoom Spring loaded USB - No cables Flash memory - No tapes AA batteries - No charger Edit or convert files with built in software Import to video-editing software. Thursday, February 12, 2009
    25. 25. Why is it significant? Thursday, February 12, 2009
    26. 26. Why is it significant? Video Literacy - Growing component of digital literacy Thursday, February 12, 2009
    27. 27. Why is it significant? Video Literacy - Growing component of digital literacy Everyone can be a digital filmmaker Thursday, February 12, 2009
    28. 28. Why is it significant? Video Literacy - Growing component of digital literacy Everyone can be a digital filmmaker Simple and inexpensive enough for K–12 students Thursday, February 12, 2009
    29. 29. Why is it significant? Video Literacy - Growing component of digital literacy Everyone can be a digital filmmaker Simple and inexpensive enough for K–12 students More educational impact per dollar than laptop? Thursday, February 12, 2009
    30. 30. PSA Project Thursday, February 12, 2009
    31. 31. PSA Project Produce 30-sec PSA video Thursday, February 12, 2009
    32. 32. PSA Project Produce 30-sec PSA video Project our teacher candidates could include in their curriculum Thursday, February 12, 2009
    33. 33. PSA Project Produce 30-sec PSA video Project our teacher candidates could include in their curriculum Theme - Internet Safety/Cyberbullying Thursday, February 12, 2009
    34. 34. PSA Project Produce 30-sec PSA video Project our teacher candidates could include in their curriculum Theme - Internet Safety/Cyberbullying Target audience - PreK-12. Thursday, February 12, 2009
    35. 35. Thursday, February 12, 2009
    36. 36. Thursday, February 12, 2009
    37. 37. Thursday, February 12, 2009
    38. 38. Thursday, February 12, 2009
    39. 39. Thursday, February 12, 2009
    40. 40. Thursday, February 12, 2009
    41. 41. Thursday, February 12, 2009
    42. 42. Thursday, February 12, 2009
    43. 43. Thursday, February 12, 2009
    44. 44. Thursday, February 12, 2009
    45. 45. Thursday, February 12, 2009
    46. 46. Thursday, February 12, 2009
    47. 47. Thursday, February 12, 2009
    48. 48. Thursday, February 12, 2009
    49. 49. Thursday, February 12, 2009
    50. 50. Thursday, February 12, 2009
    51. 51. Sample PSA’s Thursday, February 12, 2009
    52. 52. Sample PSA’s Play Thursday, February 12, 2009
    53. 53. Student Feedback Thursday, February 12, 2009
    54. 54. Student Feedback Thursday, February 12, 2009
    55. 55. 1) What do you think about the PSA video project? Thursday, February 12, 2009
    56. 56. 1) What do you think about the PSA video project? “I think that this assignment was an EXTREMELY useful. There are so many students who learn through visual media, who like to act and express themselves dramatically and there are also students who like to direct and edit projects as well. I think this assignment appealed to so many different types of learners.” Thursday, February 12, 2009
    57. 57. 2) What do think of the Flip camcorders? Thursday, February 12, 2009
    58. 58. 2) What do think of the Flip camcorders? “I liked the flip camcorders.  I have used large expensive cameras before, but the flips worked just as well.  I am considering getting one just for fun.  It was easy to use, easy to understand, not easy to break!” Thursday, February 12, 2009
    59. 59. 3) Is this a useful assignment for you as a prospective teacher? Thursday, February 12, 2009
    60. 60. 3) Is this a useful assignment for you as a prospective teacher? “Absolutely...The best way for kids/ anyone to learn is hands on. The more you as a teacher can incorporate hands on learning the more successful the students will be in the classroom”. Thursday, February 12, 2009
    61. 61. What are the downsides? Thursday, February 12, 2009
    62. 62. What are the downsides? Low bar for entry into filmmaking Thursday, February 12, 2009
    63. 63. What are the downsides? Low bar for entry into filmmaking Shaky video with distracting sound and uneven editing Thursday, February 12, 2009
    64. 64. What are the downsides? Low bar for entry into filmmaking Shaky video with distracting sound and uneven editing Inability to change out the memory card in Flip Thursday, February 12, 2009
    65. 65. What are the downsides? Low bar for entry into filmmaking Shaky video with distracting sound and uneven editing Inability to change out the memory card in Flip Small LCD screen on Flip Thursday, February 12, 2009
    66. 66. What are the downsides? Low bar for entry into filmmaking Shaky video with distracting sound and uneven editing Inability to change out the memory card in Flip Small LCD screen on Flip Issues of intellectual property and privacy. Thursday, February 12, 2009
    67. 67. Where is it going? Thursday, February 12, 2009
    68. 68. Where is it going? Required student purchase Thursday, February 12, 2009
    69. 69. Where is it going? Required student purchase New Flip offers HD Thursday, February 12, 2009
    70. 70. Where is it going? Required student purchase New Flip offers HD More videomakers = more video Thursday, February 12, 2009
    71. 71. Where is it going? Required student purchase New Flip offers HD More videomakers = more video How do we manage vast amounts of material? Thursday, February 12, 2009
    72. 72. Where is it going? Required student purchase New Flip offers HD More videomakers = more video How do we manage vast amounts of material? Need new cataloging, filtering, search, and evaluation tools. Thursday, February 12, 2009
    73. 73. Implications for Teaching & Learning Thursday, February 12, 2009
    74. 74. Implications for Teaching & Learning Simplicity - good choice for education Thursday, February 12, 2009
    75. 75. Implications for Teaching & Learning Simplicity - good choice for education New avenues for student assignments Thursday, February 12, 2009
    76. 76. Implications for Teaching & Learning Simplicity - good choice for education New avenues for student assignments Story, Play, Empathy - D. Pink Thursday, February 12, 2009
    77. 77. Implications for Teaching & Learning Simplicity - good choice for education New avenues for student assignments Story, Play, Empathy - D. Pink Need new rubrics for effective evaluation of multimedia Thursday, February 12, 2009
    78. 78. Implications for Teaching & Learning Simplicity - good choice for education New avenues for student assignments Story, Play, Empathy - D. Pink Need new rubrics for effective evaluation of multimedia Raises questions of fair use and attribution Thursday, February 12, 2009
    79. 79. Implications for Teaching & Learning Simplicity - good choice for education New avenues for student assignments Story, Play, Empathy - D. Pink Need new rubrics for effective evaluation of multimedia Raises questions of fair use and attribution Learning beyond the classroom. Thursday, February 12, 2009
    80. 80. Thursday, February 12, 2009
    81. 81. Questions? Email: cpenny@wcupa.edu Web: www.chrispenny.com Thursday, February 12, 2009

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