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Enhancing
Learning with
Audio and Video
Presentation 8
Enhancing
Learning with Audio and Video
 Utilize the variety of audio materials available in the classroom.
Describe the hearing–listening process and develop student
listening skills.
Presentation 8
Enhancing Learning with Audio
 Hearing- a process of sound waves entering the outer
ear, transmitted to the eardrum, converted into
vibrations in the middle ear, and changed in the inner
ear into electrical impulses that travel to the brain
(physiological).
 Listening- awareness and attention to sounds or
speech patterns, identification and recognition of
auditory signals, and ends in comprehension
(psychological).
Communication and Learning Processes
Presentation 8
Enhancing Learning with Audio
Presentation 8
How Teachers Can
Use Audio
How Students Can
Use Audio
Audio in the
Classroom
Audio can expand and
deepen students’
learning experiences.
Presentation 8
Audio in the Classroom
Teacher UseTeacher Use
 Prepared recordings
 Direct instruction
 Skills practice
 Practice listening skills
 Professional
Development
 Evaluate student
learning
Student UseStudent Use
 Interviews
 Presentations
 Record field trips
 Recite poetry
 Audio books and
stories
 Record music
Presentation 8
Accessing Audio
Eight
Presentation 8
Audio in the Classroom
ADVANTAGESADVANTAGES
 Readily available, simple,
portable
 Inexpensive
 Reproducible
 Provides verbal message
 Offers current information
 Ideal for teaching second
languages
 Stimulating
 Resistant to damage
LIMITATIONSLIMITATIONS
 Copyright concerns
 Doesn’t monitor
attention
 Pacing
 Fixed sequence
 Difficulty in locating
segment
 Potential for accidental
erasure or deletion
Presentation 8
Integration
Presentation 8
Copyright Concerns
 Permitted Academic Uses
 Copy up to 10% of a musical work, but not a performable unit
 Single copies of student performances may be made for
rehearsal or evaluation
 Single copies of music owned by the school or teacher may
be made for developing aural exercises or assessments
 Prohibited
 Making an anthology, compilation, or collective work
 Making copies of printed music
 Performing publicly without copyright owner’s permission
 Copying music from a website
Music is the most highly regulated activity in the realm
of copyright law.
Presentation 8
Using Video in the Classroom
 Whole group, small group, individual
 Extend learning beyond the classroom walls
 Tours
 Companies
 Parks
 Museums
 Study objects too large or small to observe in person
Video is suitable in all instructional environments
Presentation 8
Video and the
Domains of Learning
Presentation 8
Types of Educational Videos
 Documentary
 Actual or reenacted events
 Facts only, true stories, real situations
 Dramatization
 Historical fiction
 Character and attitudes
 Video Storytelling
 Creativity
 Express ideas through stories
 Virtual Field Trips
 Visit hard to reach locations
 Build on prior knowledge
Presentation 8
Video Formats
Digital video can
be manipulated,
stored, duplicated,
sent from one
computer to
another, and
replayed without
loss of quality.
Presentation 8
Using Video in the Classroom
ADVANTAGESADVANTAGES
 Motion
 Risk-free observation
 Dramatization
 Affective learning
 Problem solving
 Cultural understanding
 Establishing
commonality
LIMITATIONSLIMITATIONS
 Fixed pace
 Talking head
 Still phenomena
 Misinterpretation
 Abstract, non-visual
instruction
Presentation 8
Integration
 Viewing
 Strategically integrate video segments
 Use video to adapt lessons for special needs of
students
 Hearing and visual impairments
 Text displays in multiple languages
 Producing
 Increased engagement and motivation
 Higher-order thinking skills, problem solving
 Supports NETS for students
 Planning
 Use key features that will enhance learning
We are teaching a video generation
Presentation 8
Selecting Video
Presentation 8
Producing Video
 Educational benefits
 Problem solving, scheduling, analysis, research,
planning, imagination, and communication
 Example projects:
 Dramatizations
 Feedback to improve performance
 Skills training
 Documentaries
 Preserve local folklore
 Demonstrations
 Replays of field-trips
Students learn real-world, 21st
century skills
Presentation 8
Producing Video
Presentation 8
Copyright Concerns
 Do
 Request the media/technology specialist to record
a program if you do not have equipment
 Retain the recording for 45 days
 Use the recording once per class for 10 days, a
second time for reinforcement
 Professional staff may view several times for
evaluation
 Make limited copies for legitimate needs, erase
with original
 Use part of the program as instruction warrants
 Enter licensing agreement with copyright holder
for continued use
Video Guidelines for nonprofit educational institutions
Presentation 8
Copyright Concerns
 Do NOT
 Record premium cable services (HBO)
 Alter original content
 Exclude copyright notice
 Record programs in anticipation of use
 Retain copies after 45 days
Video Guidelines for nonprofit educational institutions
Presentation 8
Demonstrating
Professional Knowledge
1. Compare and contrast audio and video literacy.
2. Describe how audio enhances learning when listening skills are
improved.
3. Explain how audio in the classroom can involve teacher and
student use.
4. Select an audio resource and describe the advantages of
integrating the audio into a lesson.
5. Explain how video can enhance student cognitive, affective,
psychomotor, and interpersonal learning.
6. List and describe how the four types of educational video support
student learning.
7. Explain how students benefit from producing video to
demonstrate knowledge and skills.
Presentation 8
Demonstrating
Professional Knowledge
 Compare and contrast digital versus analog video formats.
 Outline the process for selecting and evaluating video for classroom use.
 Describe techniques for video production by students and teachers.
Presentation 8

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8 nur642enhancing learning with audio and video pp8

  • 1. Enhancing Learning with Audio and Video Presentation 8
  • 2. Enhancing Learning with Audio and Video  Utilize the variety of audio materials available in the classroom. Describe the hearing–listening process and develop student listening skills. Presentation 8
  • 3. Enhancing Learning with Audio  Hearing- a process of sound waves entering the outer ear, transmitted to the eardrum, converted into vibrations in the middle ear, and changed in the inner ear into electrical impulses that travel to the brain (physiological).  Listening- awareness and attention to sounds or speech patterns, identification and recognition of auditory signals, and ends in comprehension (psychological). Communication and Learning Processes Presentation 8
  • 4. Enhancing Learning with Audio Presentation 8
  • 5. How Teachers Can Use Audio How Students Can Use Audio Audio in the Classroom Audio can expand and deepen students’ learning experiences. Presentation 8
  • 6. Audio in the Classroom Teacher UseTeacher Use  Prepared recordings  Direct instruction  Skills practice  Practice listening skills  Professional Development  Evaluate student learning Student UseStudent Use  Interviews  Presentations  Record field trips  Recite poetry  Audio books and stories  Record music Presentation 8
  • 8. Audio in the Classroom ADVANTAGESADVANTAGES  Readily available, simple, portable  Inexpensive  Reproducible  Provides verbal message  Offers current information  Ideal for teaching second languages  Stimulating  Resistant to damage LIMITATIONSLIMITATIONS  Copyright concerns  Doesn’t monitor attention  Pacing  Fixed sequence  Difficulty in locating segment  Potential for accidental erasure or deletion Presentation 8
  • 10. Copyright Concerns  Permitted Academic Uses  Copy up to 10% of a musical work, but not a performable unit  Single copies of student performances may be made for rehearsal or evaluation  Single copies of music owned by the school or teacher may be made for developing aural exercises or assessments  Prohibited  Making an anthology, compilation, or collective work  Making copies of printed music  Performing publicly without copyright owner’s permission  Copying music from a website Music is the most highly regulated activity in the realm of copyright law. Presentation 8
  • 11. Using Video in the Classroom  Whole group, small group, individual  Extend learning beyond the classroom walls  Tours  Companies  Parks  Museums  Study objects too large or small to observe in person Video is suitable in all instructional environments Presentation 8
  • 12. Video and the Domains of Learning Presentation 8
  • 13. Types of Educational Videos  Documentary  Actual or reenacted events  Facts only, true stories, real situations  Dramatization  Historical fiction  Character and attitudes  Video Storytelling  Creativity  Express ideas through stories  Virtual Field Trips  Visit hard to reach locations  Build on prior knowledge Presentation 8
  • 14. Video Formats Digital video can be manipulated, stored, duplicated, sent from one computer to another, and replayed without loss of quality. Presentation 8
  • 15. Using Video in the Classroom ADVANTAGESADVANTAGES  Motion  Risk-free observation  Dramatization  Affective learning  Problem solving  Cultural understanding  Establishing commonality LIMITATIONSLIMITATIONS  Fixed pace  Talking head  Still phenomena  Misinterpretation  Abstract, non-visual instruction Presentation 8
  • 16. Integration  Viewing  Strategically integrate video segments  Use video to adapt lessons for special needs of students  Hearing and visual impairments  Text displays in multiple languages  Producing  Increased engagement and motivation  Higher-order thinking skills, problem solving  Supports NETS for students  Planning  Use key features that will enhance learning We are teaching a video generation Presentation 8
  • 18. Producing Video  Educational benefits  Problem solving, scheduling, analysis, research, planning, imagination, and communication  Example projects:  Dramatizations  Feedback to improve performance  Skills training  Documentaries  Preserve local folklore  Demonstrations  Replays of field-trips Students learn real-world, 21st century skills Presentation 8
  • 20. Copyright Concerns  Do  Request the media/technology specialist to record a program if you do not have equipment  Retain the recording for 45 days  Use the recording once per class for 10 days, a second time for reinforcement  Professional staff may view several times for evaluation  Make limited copies for legitimate needs, erase with original  Use part of the program as instruction warrants  Enter licensing agreement with copyright holder for continued use Video Guidelines for nonprofit educational institutions Presentation 8
  • 21. Copyright Concerns  Do NOT  Record premium cable services (HBO)  Alter original content  Exclude copyright notice  Record programs in anticipation of use  Retain copies after 45 days Video Guidelines for nonprofit educational institutions Presentation 8
  • 22. Demonstrating Professional Knowledge 1. Compare and contrast audio and video literacy. 2. Describe how audio enhances learning when listening skills are improved. 3. Explain how audio in the classroom can involve teacher and student use. 4. Select an audio resource and describe the advantages of integrating the audio into a lesson. 5. Explain how video can enhance student cognitive, affective, psychomotor, and interpersonal learning. 6. List and describe how the four types of educational video support student learning. 7. Explain how students benefit from producing video to demonstrate knowledge and skills. Presentation 8
  • 23. Demonstrating Professional Knowledge  Compare and contrast digital versus analog video formats.  Outline the process for selecting and evaluating video for classroom use.  Describe techniques for video production by students and teachers. Presentation 8