Now that most mobile devices and quicker download speeds can handle streaming video, the possibilities to support learning are more of a reality. In this session you’ll pick up lots of hints and tips for recording your own video resources and using video with learners.
Slides from the M&L Webinar: Defining Video Pedagogy and activating interaction.
Many people argue that video has a huge potential in terms of learner engagement, that by including quizzes and opportunities for interaction through video it is much easier to involve learners even in remote learning contexts. During this webinar we will be discussing this topic and sharing good practice on learner engaging as well as attempting to define different types of video pedagogies.
To find out more about this webinar and watch the recording, please visit: http://association.media-and-learning.eu/portal/event/ml-webinar-defining-video-pedagogy-and-activating-interaction-0
These slides were showed during the M&L webinar: New formats and applications of video in higher education on 16 March 2017. Find out more about the webinar: http://association.media-and-learning.eu/portal/event/ml-webinar-new-formats-and-applications-video-higher-education
These slides were showed during the M&L webinar: New formats and applications of video in higher education on 16 March 2017. Find out more about the webinar: http://association.media-and-learning.eu/portal/event/ml-webinar-new-formats-and-applications-video-higher-education
Video-supported learning is becoming an increasingly important part of contemporary education. Many universities and digital libraries have incorporated video into their instructional materials and Massive Open Online Courses (MOOCs) are becoming increasingly important. Mirroring the widespread adoption of video-based learning systems, in the last decade there has been an increase in research on the topic and many empirical studies have been conducted.
In this one-hour webinar we will explore the topic with Niels Brouwer (Radboud University Nijmegen, The Netherlands) and Blair Stevenson (Oulu University of Applied Sciences, Finland) who will describe some of their recent research activities on this topic.
Should researchers focus on users’ viewing behaviour and satisfaction levels in relation to streaming educational video? Does current research indicate the most effective ways to present students with media-based learning content and if this is the case what are which are they?
Slides from the M&L Webinar Talking Heads: The changing nature of learning and what learners expect these days in terms of media.
Meet Pedro De Bruyckere from Arteveldehogeschool, Belgium and Alison Preston from Ofcom in the UK during this one hour video which takes a look at the changing nature of learning and learners. Alison and Pedro are both keynote speakers at the Media & Learning Conference and during this webinar they will provide an introduction to their talks.
To find out more and watch the recording of this webinar, visit http://association.media-and-learning.eu/portal/event/ml-webinar-talking-heads-changing-nature-learning-and-what-learners-expect-these-days-terms-me
Motivating Learners: Using video for learning and teachinglah32
Slides accompanying presentation on Motivating Learners: Using video for learning and teaching for OU H818 (The Networked Practitioner) conference, February 2016
Slides from the M&L Webinar: Defining Video Pedagogy and activating interaction.
Many people argue that video has a huge potential in terms of learner engagement, that by including quizzes and opportunities for interaction through video it is much easier to involve learners even in remote learning contexts. During this webinar we will be discussing this topic and sharing good practice on learner engaging as well as attempting to define different types of video pedagogies.
To find out more about this webinar and watch the recording, please visit: http://association.media-and-learning.eu/portal/event/ml-webinar-defining-video-pedagogy-and-activating-interaction-0
Slides from the M&L Webinar Talking Heads: The changing nature of learning and what learners expect these days in terms of media.
Meet Pedro De Bruyckere from Arteveldehogeschool, Belgium and Alison Preston from Ofcom in the UK during this one hour video which takes a look at the changing nature of learning and learners. Alison and Pedro are both keynote speakers at the Media & Learning Conference and during this webinar they will provide an introduction to their talks.
To find out more and watch the recording of this webinar, visit http://association.media-and-learning.eu/portal/event/ml-webinar-talking-heads-changing-nature-learning-and-what-learners-expect-these-days-terms-me
Slides from the M&L Webinar: Defining Video Pedagogy and activating interaction.
Many people argue that video has a huge potential in terms of learner engagement, that by including quizzes and opportunities for interaction through video it is much easier to involve learners even in remote learning contexts. During this webinar we will be discussing this topic and sharing good practice on learner engaging as well as attempting to define different types of video pedagogies.
To find out more about this webinar and watch the recording, please visit: http://association.media-and-learning.eu/portal/event/ml-webinar-defining-video-pedagogy-and-activating-interaction-0
These slides were showed during the M&L webinar: New formats and applications of video in higher education on 16 March 2017. Find out more about the webinar: http://association.media-and-learning.eu/portal/event/ml-webinar-new-formats-and-applications-video-higher-education
These slides were showed during the M&L webinar: New formats and applications of video in higher education on 16 March 2017. Find out more about the webinar: http://association.media-and-learning.eu/portal/event/ml-webinar-new-formats-and-applications-video-higher-education
Video-supported learning is becoming an increasingly important part of contemporary education. Many universities and digital libraries have incorporated video into their instructional materials and Massive Open Online Courses (MOOCs) are becoming increasingly important. Mirroring the widespread adoption of video-based learning systems, in the last decade there has been an increase in research on the topic and many empirical studies have been conducted.
In this one-hour webinar we will explore the topic with Niels Brouwer (Radboud University Nijmegen, The Netherlands) and Blair Stevenson (Oulu University of Applied Sciences, Finland) who will describe some of their recent research activities on this topic.
Should researchers focus on users’ viewing behaviour and satisfaction levels in relation to streaming educational video? Does current research indicate the most effective ways to present students with media-based learning content and if this is the case what are which are they?
Slides from the M&L Webinar Talking Heads: The changing nature of learning and what learners expect these days in terms of media.
Meet Pedro De Bruyckere from Arteveldehogeschool, Belgium and Alison Preston from Ofcom in the UK during this one hour video which takes a look at the changing nature of learning and learners. Alison and Pedro are both keynote speakers at the Media & Learning Conference and during this webinar they will provide an introduction to their talks.
To find out more and watch the recording of this webinar, visit http://association.media-and-learning.eu/portal/event/ml-webinar-talking-heads-changing-nature-learning-and-what-learners-expect-these-days-terms-me
Motivating Learners: Using video for learning and teachinglah32
Slides accompanying presentation on Motivating Learners: Using video for learning and teaching for OU H818 (The Networked Practitioner) conference, February 2016
Slides from the M&L Webinar: Defining Video Pedagogy and activating interaction.
Many people argue that video has a huge potential in terms of learner engagement, that by including quizzes and opportunities for interaction through video it is much easier to involve learners even in remote learning contexts. During this webinar we will be discussing this topic and sharing good practice on learner engaging as well as attempting to define different types of video pedagogies.
To find out more about this webinar and watch the recording, please visit: http://association.media-and-learning.eu/portal/event/ml-webinar-defining-video-pedagogy-and-activating-interaction-0
Slides from the M&L Webinar Talking Heads: The changing nature of learning and what learners expect these days in terms of media.
Meet Pedro De Bruyckere from Arteveldehogeschool, Belgium and Alison Preston from Ofcom in the UK during this one hour video which takes a look at the changing nature of learning and learners. Alison and Pedro are both keynote speakers at the Media & Learning Conference and during this webinar they will provide an introduction to their talks.
To find out more and watch the recording of this webinar, visit http://association.media-and-learning.eu/portal/event/ml-webinar-talking-heads-changing-nature-learning-and-what-learners-expect-these-days-terms-me
The document provides rules for students to follow during virtual classes:
1. Wear appropriate clothing and be in an area with few distractions.
2. Turn off your audio if it isn't necessary and actively participate in class.
3. Be prepared and maintain focus and attentive listening.
A brief presentation with 7 tips to improve powerpoint presentations and grasp the attention of the audience. Works well for high school students as well as others
Teaching through Multimedia Storytelling (or getting the dog to whistle!)Susan Lieberman
This document is a summary of a presentation about using multimedia storytelling in teaching. It explores why stories are effective teaching tools, providing memory cues, context, and emotions. Examples show how stories can increase understanding, such as a poem about Napoleon. The presentation discusses finding stories, telling them engagingly, and using PowerPoint features like animation, video and sound. It emphasizes making stories culturally sensitive and having fun to actively involve students in learning.
This document discusses the importance of reflection and adjustment in becoming more effective. It begins with a quote from Martin Scorsese about understanding the past to inform the future. It then states that the team regularly reflects on how to improve and adjusts its behavior accordingly. The document provides tips and examples for using analogies to help transform mindsets and increase appreciation for agile principles. It describes an icebreaker activity where assumptions are made about others and later discussed.
Technology facilitated active and engaged learning Simon Lancaster
This document summarizes an active learning workshop on flipped lectures and engaging students. It discusses defining training excellence, comparing contemporary vs traditional teaching methods, using lecture capture and student-produced vignettes. It addresses pros and cons of screencasts, using short vignettes to address drawbacks. Student comments on faculty-authored and student-authored vignettes are presented. The document discusses copyright, alternative licensing, and publishing content online. It provides examples of engaging students through conceptual questions in class and sourcing questions from students. Overall, it advocates for reducing content to allow more interaction, questioning everything including the questions, and relinquishing control to students.
Here are my top tips for giving great presentations based on going to and speaking at dozens and dozens of conferences and being inspired (or copying) other people's techniques.
The document discusses strategies for managing time effectively. It begins by emphasizing living in the present moment and recognizing each day as a precious gift of 86,400 seconds. It encourages prioritizing important "A" tasks over less urgent "C" tasks to avoid procrastination. Using the analogy of filling a jar with different materials, it stresses the importance of completing big rocks (priority tasks) before smaller items. Finally, it offers tips for overcoming procrastination such as dividing large tasks, facing fears of failure or success, and rewarding oneself for progress.
This document provides guidance for educators on using cartoons and animated videos to engage students and improve learning. It discusses why cartoons are so powerful at capturing attention, as people are conditioned to enjoy and absorb messages from cartoons differently than other media. The document then offers tips for educators on how to use cartoons, including maintaining student attention, telling compelling stories, and creating animated video clips. It recommends the optimal length for video clips is between 63-92 seconds and that educators should aim to grab student attention within the first 7 seconds. Overall, the document provides a framework to help educators harness the engaging power of cartoons to improve lessons and student achievement.
Here are some steps to resolve conflicts with a bully in a peaceful manner:
1. Stay calm. Take deep breaths and remind yourself that getting angry or upset will only make the situation worse.
2. Avoid being alone with the bully. Stick with friends as much as possible so you're not isolated.
3. Do not fight back physically or verbally. This will likely only escalate the situation.
4. Tell the bully to stop clearly and firmly. Say something like "I don't like it when you do/say [behavior]. You need to stop."
5. Remove yourself from the situation if you feel unsafe. Walk away and find a teacher or other adult for help
This document provides tips for effective presentation skills. It discusses setting an objective, analyzing the audience, structuring arguments, collecting supporting materials, writing the presentation, using visuals, formatting text, using body language and voice, and rehearsing. The key points are to understand the audience's needs, tell an introduction, key points, and summary, use facts, stories and images to reinforce points, avoid blinking or twirling text, speak confidently using eye contact and hand gestures, and always recap the main ideas. Effective presentations require understanding the audience and structuring the content and delivery appropriately.
Writing a Documentary Treatment or ScriptShannon Walsh
This document provides tips and methods for organizing ideas and writing treatments for documentary scripts. It discusses writing exercises, keeping a notebook for observations, finding one's most creative time, and not agonizing over getting it right. Other sections explain using the hero's journey model, mind mapping with images and colors, getting feedback from a partner, using cue cards to break down the story visually and aurally, and creating mood boards with collected images and text to set the theme. The overall message is that treatments help get ideas organized for documentary script writing.
The document provides tips for giving successful presentations. It recommends thoroughly knowing your material, not memorizing but rehearsing out loud, pacing your presentation to the allotted time, being familiar with the room and equipment, having backups in case of technical issues, focusing on the audience rather than the slides, and learning how to navigate slides during the presentation. The overall message is to properly prepare and rehearse while keeping the audience engaged.
The document provides tips for writing a good point of view. It recommends preparing a structure called a "pipeline" that outlines an introductory point, body paragraphs explaining reasoning, and a conclusion. The tips also suggest focusing for at least two hours without distractions, choosing a draft title, writing one paragraph per point, and focusing on clarity. Writers should aim to deliver their message in one page, read and revise thoroughly, sleep on the draft, and get impartial feedback to improve their point of view.
Apply these 10 Secret Techniques to Improve Your Study SessionsTrading Atlas
Study is essential to perform well in school and pass important tests. While we as a whole perceive the importance of examining, here and there it tends to be hard to try viable review methods. This is a universal issue among understudies and test-takers. As a specialist in test preparation, we are here to share some beneficial review tips that can assist you with fostering a solid foundation to perform well on your exams.
1. The document discusses different types of text structures used in nonfiction writing, including chronological, sequence/order of importance, cause and effect, problem and solution, and compare and contrast.
2. It provides examples and descriptions of each text structure type to illustrate how they are used to organize information and present relationships between ideas.
3. The document concludes with a practice section that provides paragraphs using different text structures and asks the reader to identify the structure used in each example.
What does recent research say about the mind, memory, and learning? How can we, as educators, translate these findings into engaging and enriching classroom learning? In this session you will learn hands-on classroom techniques to enrich student learning and strengthen student memory.
1) The document introduces Alexei Kapterev, who published a popular presentation on presentation skills 4 years ago and has since become an expert in the field.
2) While most presentations still suffer from issues like poor structure, bad slides, and boring delivery, Kapterev believes everyone can learn to present well by focusing on a few key principles rather than rules.
3) The principles of focus, contrast, and unity are described as more effective than rules, and examples are given of how to apply these principles to structure, slides, and delivery.
The document provides tips for creating a good presentation in 8 steps: 1) Allow enough time, 2) Think about the subject and audience, 3) Don't use templates and be creative, 4) Include fresh ideas by making it like a comic book or cookbook, 5) Keep it simple with good images and fonts, 6) Distinguish important from unnecessary information, 7) Make slides easily readable from the back of the room, and 8) Practice presenting out loud. The concluding slide says to have fun and be natural.
This document proposes a three-part solution to address lack of sleep: 1) An electric device that cuts off internet/TV at night to reduce distractions, saving money on electricity. 2) Taking weekly selfies to see health benefits of more sleep. 3) Starting a Facebook photo contest among friends to encourage more sleep and look younger over time. The goal is to make sleep a priority and fun by appealing to people's egos and competitive nature.
This document provides an overview of an introduction session on using iPads for learning. It discusses introducing the basic features and operations of iPads, accessibility features to support different needs, apps that can help with reading, writing, note-taking and organization, and resources for specific learner groups like those with dyslexia, autism or who need augmentative and alternative communication support. The document aims to demonstrate how iPads can be used to create an inclusive learning environment and support all types of learners.
Digital Rewards for CPD: Developing a Digital Practitioner Series of Open BadgesJisc Scotland
This document discusses the development of an open badge series called the Digital Practitioner Series to provide digital rewards for continuing professional development. It outlines an existing open badge program called the Learning Online badge series and proposes expanding it with additional badges for workshops, virtual sessions, and leadership. Considerations for the new badge series include criteria, evidence templates, workflows, and updating information. The goal is to incentivize participation through collecting digital badges that represent professional learning and skills.
More Related Content
Similar to The Big Picture: Creating and Using Video for Learning and Teaching
The document provides rules for students to follow during virtual classes:
1. Wear appropriate clothing and be in an area with few distractions.
2. Turn off your audio if it isn't necessary and actively participate in class.
3. Be prepared and maintain focus and attentive listening.
A brief presentation with 7 tips to improve powerpoint presentations and grasp the attention of the audience. Works well for high school students as well as others
Teaching through Multimedia Storytelling (or getting the dog to whistle!)Susan Lieberman
This document is a summary of a presentation about using multimedia storytelling in teaching. It explores why stories are effective teaching tools, providing memory cues, context, and emotions. Examples show how stories can increase understanding, such as a poem about Napoleon. The presentation discusses finding stories, telling them engagingly, and using PowerPoint features like animation, video and sound. It emphasizes making stories culturally sensitive and having fun to actively involve students in learning.
This document discusses the importance of reflection and adjustment in becoming more effective. It begins with a quote from Martin Scorsese about understanding the past to inform the future. It then states that the team regularly reflects on how to improve and adjusts its behavior accordingly. The document provides tips and examples for using analogies to help transform mindsets and increase appreciation for agile principles. It describes an icebreaker activity where assumptions are made about others and later discussed.
Technology facilitated active and engaged learning Simon Lancaster
This document summarizes an active learning workshop on flipped lectures and engaging students. It discusses defining training excellence, comparing contemporary vs traditional teaching methods, using lecture capture and student-produced vignettes. It addresses pros and cons of screencasts, using short vignettes to address drawbacks. Student comments on faculty-authored and student-authored vignettes are presented. The document discusses copyright, alternative licensing, and publishing content online. It provides examples of engaging students through conceptual questions in class and sourcing questions from students. Overall, it advocates for reducing content to allow more interaction, questioning everything including the questions, and relinquishing control to students.
Here are my top tips for giving great presentations based on going to and speaking at dozens and dozens of conferences and being inspired (or copying) other people's techniques.
The document discusses strategies for managing time effectively. It begins by emphasizing living in the present moment and recognizing each day as a precious gift of 86,400 seconds. It encourages prioritizing important "A" tasks over less urgent "C" tasks to avoid procrastination. Using the analogy of filling a jar with different materials, it stresses the importance of completing big rocks (priority tasks) before smaller items. Finally, it offers tips for overcoming procrastination such as dividing large tasks, facing fears of failure or success, and rewarding oneself for progress.
This document provides guidance for educators on using cartoons and animated videos to engage students and improve learning. It discusses why cartoons are so powerful at capturing attention, as people are conditioned to enjoy and absorb messages from cartoons differently than other media. The document then offers tips for educators on how to use cartoons, including maintaining student attention, telling compelling stories, and creating animated video clips. It recommends the optimal length for video clips is between 63-92 seconds and that educators should aim to grab student attention within the first 7 seconds. Overall, the document provides a framework to help educators harness the engaging power of cartoons to improve lessons and student achievement.
Here are some steps to resolve conflicts with a bully in a peaceful manner:
1. Stay calm. Take deep breaths and remind yourself that getting angry or upset will only make the situation worse.
2. Avoid being alone with the bully. Stick with friends as much as possible so you're not isolated.
3. Do not fight back physically or verbally. This will likely only escalate the situation.
4. Tell the bully to stop clearly and firmly. Say something like "I don't like it when you do/say [behavior]. You need to stop."
5. Remove yourself from the situation if you feel unsafe. Walk away and find a teacher or other adult for help
This document provides tips for effective presentation skills. It discusses setting an objective, analyzing the audience, structuring arguments, collecting supporting materials, writing the presentation, using visuals, formatting text, using body language and voice, and rehearsing. The key points are to understand the audience's needs, tell an introduction, key points, and summary, use facts, stories and images to reinforce points, avoid blinking or twirling text, speak confidently using eye contact and hand gestures, and always recap the main ideas. Effective presentations require understanding the audience and structuring the content and delivery appropriately.
Writing a Documentary Treatment or ScriptShannon Walsh
This document provides tips and methods for organizing ideas and writing treatments for documentary scripts. It discusses writing exercises, keeping a notebook for observations, finding one's most creative time, and not agonizing over getting it right. Other sections explain using the hero's journey model, mind mapping with images and colors, getting feedback from a partner, using cue cards to break down the story visually and aurally, and creating mood boards with collected images and text to set the theme. The overall message is that treatments help get ideas organized for documentary script writing.
The document provides tips for giving successful presentations. It recommends thoroughly knowing your material, not memorizing but rehearsing out loud, pacing your presentation to the allotted time, being familiar with the room and equipment, having backups in case of technical issues, focusing on the audience rather than the slides, and learning how to navigate slides during the presentation. The overall message is to properly prepare and rehearse while keeping the audience engaged.
The document provides tips for writing a good point of view. It recommends preparing a structure called a "pipeline" that outlines an introductory point, body paragraphs explaining reasoning, and a conclusion. The tips also suggest focusing for at least two hours without distractions, choosing a draft title, writing one paragraph per point, and focusing on clarity. Writers should aim to deliver their message in one page, read and revise thoroughly, sleep on the draft, and get impartial feedback to improve their point of view.
Apply these 10 Secret Techniques to Improve Your Study SessionsTrading Atlas
Study is essential to perform well in school and pass important tests. While we as a whole perceive the importance of examining, here and there it tends to be hard to try viable review methods. This is a universal issue among understudies and test-takers. As a specialist in test preparation, we are here to share some beneficial review tips that can assist you with fostering a solid foundation to perform well on your exams.
1. The document discusses different types of text structures used in nonfiction writing, including chronological, sequence/order of importance, cause and effect, problem and solution, and compare and contrast.
2. It provides examples and descriptions of each text structure type to illustrate how they are used to organize information and present relationships between ideas.
3. The document concludes with a practice section that provides paragraphs using different text structures and asks the reader to identify the structure used in each example.
What does recent research say about the mind, memory, and learning? How can we, as educators, translate these findings into engaging and enriching classroom learning? In this session you will learn hands-on classroom techniques to enrich student learning and strengthen student memory.
1) The document introduces Alexei Kapterev, who published a popular presentation on presentation skills 4 years ago and has since become an expert in the field.
2) While most presentations still suffer from issues like poor structure, bad slides, and boring delivery, Kapterev believes everyone can learn to present well by focusing on a few key principles rather than rules.
3) The principles of focus, contrast, and unity are described as more effective than rules, and examples are given of how to apply these principles to structure, slides, and delivery.
The document provides tips for creating a good presentation in 8 steps: 1) Allow enough time, 2) Think about the subject and audience, 3) Don't use templates and be creative, 4) Include fresh ideas by making it like a comic book or cookbook, 5) Keep it simple with good images and fonts, 6) Distinguish important from unnecessary information, 7) Make slides easily readable from the back of the room, and 8) Practice presenting out loud. The concluding slide says to have fun and be natural.
This document proposes a three-part solution to address lack of sleep: 1) An electric device that cuts off internet/TV at night to reduce distractions, saving money on electricity. 2) Taking weekly selfies to see health benefits of more sleep. 3) Starting a Facebook photo contest among friends to encourage more sleep and look younger over time. The goal is to make sleep a priority and fun by appealing to people's egos and competitive nature.
Similar to The Big Picture: Creating and Using Video for Learning and Teaching (20)
This document provides an overview of an introduction session on using iPads for learning. It discusses introducing the basic features and operations of iPads, accessibility features to support different needs, apps that can help with reading, writing, note-taking and organization, and resources for specific learner groups like those with dyslexia, autism or who need augmentative and alternative communication support. The document aims to demonstrate how iPads can be used to create an inclusive learning environment and support all types of learners.
Digital Rewards for CPD: Developing a Digital Practitioner Series of Open BadgesJisc Scotland
This document discusses the development of an open badge series called the Digital Practitioner Series to provide digital rewards for continuing professional development. It outlines an existing open badge program called the Learning Online badge series and proposes expanding it with additional badges for workshops, virtual sessions, and leadership. Considerations for the new badge series include criteria, evidence templates, workflows, and updating information. The goal is to incentivize participation through collecting digital badges that represent professional learning and skills.
Creating accessible information using Microsoft Word: hints and tips for ever...Jisc Scotland
Most people who work in colleges regardless of their role produce Word documents. They are used to create learning and teaching material, to produce information about services, to communicate information across the organisation.
There is a legal obligation for colleges to ensure that no-one is disadvantaged because of a disability, to anticipate the needs of people who might be accessing your information and your services and to make reasonable adjustments to accommodate their needs. One simple thing that everyone can do to meet these obligations is to ensure that the material that they create using Microsoft Office is created inclusively, doing so will ensure that it is accessible to a wide range of people who use assistive technologies or who have difficulty accessing text based information.
This presentation will highlight some simple ways to make your documents accessible using Word 2010 and how well designed Word documents can be converted into accessible PDFs.
Next Steps with Technology Enhanced LearningJisc Scotland
The document discusses emerging technologies and their potential impact on education over the next 1-5 years. It outlines technologies that may become widely used in the near future such as flipped classrooms, learning analytics, 3D printing, and virtual assistants. The document also discusses key drivers of change in education including new pedagogical approaches supported by technology, open education, and developing students' digital literacies.
This document provides information on mobile learning resources from Jisc RSC Scotland, including case studies from four colleges on using mobile devices and apps to support learning. It also provides contact details and links to additional online resources focusing on using tablet devices for learning, living, and productivity.
Moving on with Mobile - Webinar ToptipsJisc Scotland
The document provides tips for preparing and presenting webinars. For preparation, it recommends sending information for participants to test their systems, having backup plans for technical issues, considering the tools and bandwidth needs of participants, and organizing the presentation space. It also suggests building in participant interactions, planning for contingencies, and managing questions. For presenting, it advises setting timers, recording the session, providing checklists and personal greetings for participants, explaining the presentation tools, introducing the topic and format, including interactivity, and managing questions. The final tips are to rehearse and relax during the presentation.
Moving on with Mobile - iPad accessibilityJisc Scotland
This document provides information about accessibility features and basic operations of the iPad. It discusses buttons like home and volume, basic operations like swiping pages and searching for apps, and accessibility features like zoom, text-to-speech, larger text size, VoiceOver, Siri, and others. Step-by-step instructions are given for accessing features like zoom, larger text size, and text-to-speech. Resources are also provided for further information on tablet accessibility and activities.
Moving on With Mobile - Introduction & context settingJisc Scotland
This document outlines a professional development event on advancing the use of mobile technologies. The event will discuss how mobile devices are changing how people access the internet and support learning, as well as explore virtual communication tools and skills. Attendees
Digital practitioner university stirlingJisc Scotland
This document discusses developing digital literacy skills for practitioners. It defines basic, literacy and fluency levels of digital skills and examines how these skills can be supported through effective integration into learning strategies. Case studies show examples of using tools like virtual learning environments, ePortfolios and social media to enhance teaching and learning in practice.
This document summarizes a workshop on viewpoints and e-assessment. The workshop includes an introduction to e-assessment, a viewpoints activity, and discussion. It defines e-assessment and describes different types of assessment. It also outlines Bloom's taxonomy, principles of effective assessment, and references for further information on e-assessment. Sample questions are provided to illustrate multiple choice and assertion/reason question formats.
Strictly Digital - Creation workshop slidesJisc Scotland
The document discusses effective learning materials and digital creation. It emphasizes communication, creation, and content as important parts of providing an effective learning experience. It lists topics like feedback, peer review, e-assessment, and copyright that are relevant when creating digital learning materials. It also discusses delivery methods, collaboration, personalization, and the differences between face-to-face, online, and blended learning. Specific digital tools are presented, such as Polleverywhere for polling, Educreations for interactive whiteboarding, and Voicethread for asynchronous video discussions.
Strictly Digital - Social Media workshop slidesJisc Scotland
The document discusses the use of social media tools like YouTube, Twitter, Facebook, and Wikis for learning and teaching. It provides an overview of how social media has changed how people use the internet and engage with information. It also examines the pedagogical considerations and benefits of using social media in education, as well as some of the drawbacks and challenges to address around privacy, copyright, and accessibility.
Strictly Digital - finding content workshop slidesJisc Scotland
The document discusses finding, organizing, and sharing online content. It provides information on developing a search strategy, using search engines like Google Scholar and Google News, and identifying open educational resources. It also outlines methods for managing and sharing resources through digital curation tools like Scoop.it, which allow users to organize topic-based collections, add keywords for searchability, and share bookmarks with students or colleagues. The document encourages activity in using Scoop.it to curate resources on a subject of the user's choice.
This presentation offers an overview of the built in inclusivity features of Apple iPad, iPhone, iPod devices.
It concentrates not only on inbuilt accessibility and inclusion but looks at apps to support learning and productivity.
Presentation delivered as part of the ULib practitioners workshop at City of Glasgow College, Thu 14 August, 2014. Presented by George Harkins, City of Glasgow College and Penny Robertson, Jisc RSC Scotland.
Supporting the Digital Practitioner - Digital CurationJisc Scotland
The document discusses digital curation and organizing content online. It introduces some tools for digital curation like bookmarking and using the cloud to access information. Specific tools mentioned include Scoop.it, an online tool for organizing topic-based collections. The document encourages hands-on activity creating an account on Scoop.it to curate resources on a subject of choice and add tags and comments to provide context and value.
This document provides guidance on finding resources for research and outlines several strategies and tools. It discusses defining a search strategy including keywords and subject areas. It also covers using library resources, search engines like Google with advanced search features, Google Scholar, and open educational resources. Specific websites are listed for searching, libraries, referencing, and accessing open educational resources through repositories like OER Commons, OpenLearn, Khan Academy, and Jorum.
Mobile Learning - City of Glasgow College - June2014Jisc Scotland
The document provides an overview of mobile learning presented by Joan Walker at City of Glasgow College. It discusses definitions of mobile learning, benefits such as accessibility and convenience, challenges for learners and institutions, and examples of mobile apps that can support learning and the learning process. Key points covered include the increasing ubiquity of mobile devices, the Gartner Hype Cycle for emerging technologies, augmented reality tools for education, and a link for additional evaluation resources.
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2. Video is not a new idea
“Books will soon be obsolete in the public schools. Scholars will
be instructed through the eye. It is possible to teach every branch
of human knowledge with the motion picture. “
Thomas Edison, 1913
Einstein’s theory of relativity (1923)
http://youtu.be/nb7GzyUemO0
3. Video is not a new idea
McGraw-Hill (1963)
http://youtu.be/f_RAi3XAPhA
4. Video Pedagogy
Designing Video and Multimedia for Open and Flexible Learning – Jack Koumi (2006)
Make them 1. The Hook Shot:
want to know (capture their attention and sustain Shock close-up of a moist human brain.
interest) Narration:
This is a real human brain.
Tell them what 2. Signpost Shot:
you will do (information on the purpose of the video) Four monkeys eating
Narration:
Lets concentrate on social behavior
Do it 3. Encourage attentive viewing Invite viewers to guess what will
pedagogically (Pose questions, Encourage prediction) happen next. Even rhetorical questions
elicit judgments and viewers focus
attention.
4. Enable construction of knowledge Do not provide literal narration of what
(Don’t duplicate visual with narration, is happening on screen (this will add
Pause commentary for contemplation) value and information).
5. Video Pedagogy
Designing Video and Multimedia for Open and Flexible Learning – Jack Koumi (2006)
Do it 5. Sensitise Use appropriate music
pedagogically (Create receptive viewers) Signal a change of topic
Use a consistent style
Conform to rules of video
6. Elucidate Use short sentences, Speak
(Make the story clear) clearly, Arrange objects in shot, direct
the learners attention.
7. Reinforce Repeat, compare and contrast, choose
(Repeat concept) a shot that amplifies rather than
accompanies the words.
Tell them what 8. Conclude Recapitulate, Summarise, End Chapter
you have done (consolidate the information and signal
the end)
6. The perfect cuppa
A On average we drink 120 million cups of tea each day
in the UK. That's two cups of tea for every
man, woman and child, every single day.
B The perfect cup of tea is completely down to the
individual.
7. The perfect cuppa
A There are a few steps to follow to make your perfect
cup of tea.
B This video covers the steps, and decisions, required
to make the perfect cup of tea.
C If you were making a cup of tea what would you do?
8. The perfect cuppa
A Add water to the kettle until you have the correct
amount for one cup.
B Never use distilled or previously boiled water. The
more oxygen in your water the better the tea will
taste.
C Add water to the kettle
9. The perfect cuppa
A Turn on the kettle and wait for it to boil.
B Bring your water to the boil.
11. The perfect cuppa
A Place your tea bag in the cup.
B Some people believe adding milk before the hot
water is best, others feel the tea brews better
alone in the hot water.
C Fill the cup 4/5ths of the way with the hot water,
leaving room for milk.
C Pour water from the kettle into the cup.
6. Elucidate Use short sentences, Speak
(Make the story clear) clearly, Arrange objects in shot, direct the
learners attention.
12. The perfect cuppa
A Place your tea bag in the cup.
B Some people believe adding milk before the hot
water is best, others feel the tea brews better
alone in the hot water.
C Fill the cup 4/5ths of the way with the hot water,
leaving room for milk.
D Pour water from the kettle into the cup.
4. Enable construction of knowledge Do not provide literal narration of what is
(Don’t duplicate visual with narration, happening on screen (this will add value
Pause commentary for contemplation) and information).
13. The perfect cuppa
A Remove the tea bag.
B Remove the tea bag with a spoon.
6. Elucidate Use short sentences, Speak
(Make the story clear) clearly, Arrange objects in shot, direct the
learners attention.
14. The perfect cuppa
A Sit back and enjoy your cuppa.
B So that’s how to make the perfect cup of tea.
C You should now be able to make informed decision
about the water you use, when to add milk and how
long you should leave the teabag in the cup.
Tell them what 8. Conclude Recapitulate, Summarise, End Chapter
you have done (consolidate the information and signal the
end)
15. The perfect cuppa
A Sit back and enjoy your cuppa.
B So that’s how to make the perfect cup of tea.
C You should now be able to make informed decision
about the water you use, when to add milk and how
long you should leave the teabag in the cup.
7. Reinforce Repeat, compare and contrast, choose a
(Repeat concept) shot that amplifies rather than
accompanies the words.
16. The perfect cuppa
Do it 5. Sensitise Use appropriate music
pedagogically (Create receptive viewers) Signal a change of topic
Use a consistent style
Conform to rules of video
17. The starter kit
• Camera
– iPhone
– Android
• Screencast
– Screenr, screencast-o-matic, Cam studio
• Editing
– WeVideo, YouTube, imovie, moviemaker, lightworks
18. Lecture Capture
• Preparation
– Prepare your performer, make them feel at ease.
– Decide on your shot / mix of live video and slides.
• Production
– Performance is key.
– The value of humour, intonation, body language, cannot be underestimated.
• Post Production
– Addition of animation, prompts, questions at key points.
19. Animated Screencasts
• Preparation
– Know each step, nothing worse than a wandering mouse.
– Write a script or instruction set.
– Get used to your own voice.
• Production
– Close unnecessary programs when recording.
– Record a with “scratch track”.
– Record at the appropriate resolution.
• Post Production
– Addition of animation prompts/questions at key points.
– Tie in with additional learning material
20. Interviews
• Preparation
– Let the interviewee know exactly what you’re looking for in the final product.
– Talk them through everything that will happen in production.
– Ask them to include your answer in the question
• Production
– Record your questions 2 or 3 times if the interviewee is nervous
– Ask questions but do not react [audibly] to their answers.
– Frame the shot appropriately.
– Film cutaways.
• Post Production
– Ensure the information/dialogue is coherent.
22. Instructional ‘How To’
• Preparation
– Determine the purpose.
– Create a script and a storyboard/shot list.
• Production
– Get presenter to talk through the process as you are shooting.
– Shoot a wide or medium shot and close ups.
• Post Production
– Add extra information with narration to keep viewers interested.
23. Simulation or ‘Role Play’
• Preparation
– Make all performers feel at ease.
– Create a script that poses questions for the viewer.
– If you can’t storyboard create a shot list.
• Production
– Vary your shots, shoot details or actions.
– Conform to standards of video production (learn from the movies).
– Ensure you have good sound.
• Post Production
– Don’t use too many filters or transitions (again learn from the movies).
– Make the viewer work.
24. Simple rules and conventions
The 180 Rule
States that characters in a scene should
maintain the same left/right
relationship to each other.
On a more basic level the camera
should remain on the same of the
action
http://tinyurl.com/agv4lbx
25. Simple rules and conventions
Learn shot types
The framing of a shot helps the narrative
power. Familiarise yourself with different shot
type choose the one which would be suit your
purpose
http://tinyurl.com/blfj7qq
26. Simple rules and conventions
Steady the camera
The camera doesn’t have to be on a tripod but
don’t move your camera too much. Carefully
consider your use of zooms, pans and tilts, use
them to emphasis something.
http://tinyurl.com/cmqgjka
The above video also contains other helpful
hints and tips for shooting.
27. Presentation
• Spend time introducing
• Make students work while watching
• Allow time for reflection
• Create Extension work
• Avoid stress and technical issues
28. Presentation
RSCTV – Youtube from start to finish
http://tinyurl.com/asenonh
Youtube Teachers – Getting Started
http://youtube.com/teachers
Mozilla PopcornMaker
Makes it easy to enhance, remix and share web
video. Combine video and audio with content from
the rest of the web — from text, links and maps to
pictures and live feeds.
https://popcorn.webmaker.org/
Editor's Notes
What we hope to cover
In 1913 Thomas Edison said. ……..Yet today we’re only just grasping the use of video (or the motion picture). Why is that?Well if you look the options available to share information, instruction or a great idea with a student you had to write. That was the communication technology that was available, (it might have been different version of the technology, e-mail, website or print) but if we look at in it’s most basic form of print, we all know how the print revolution changed the world and how it allow that communication to scale. Now that most mobile devices and quicker download speeds can handle streaming video, the possibilities for using video to support learning are more of a reality. Web video has allowed a more powerful form of video to scale. A lot of human communication is non-verbal, when you watch a video you see things and pick up on things that cannot be conveyed by text alone.
You must stimulate, motivate educate and choose the perspective that serves your goals.
We will look at Jack Koumi’sframwork for producing educational videos. The framework was grounded in the BBC’s experiences of producing and evaluating videos for the open university. A full in depth description of the framework available in Designing Video and Multimedia for Open and Flexible Learning. I have tried to summaries and give some key points.This framework is not intended as a prescription. The framework is meant to be used flexibly rather than as recipe and there is no need to use all techniques mentioned in this summary or full guide.Talk through the key points on screen
In room task, arrange shots and choose your narration, there’s no wrong answer, and you can see how well they match up with principals.
In room task, arrange shots and choose your narration, there’s no wrong answer, and you can see how well they match up with principals.
In room task, arrange shots and choose your narration, there’s no wrong answer, and you can see how well they match up with principals.
In room task, arrange shots and choose your narration, there’s no wrong answer, and you can see how well they match up with principals.
In room task, arrange shots and choose your narration, there’s no wrong answer, and you can see how well they match up with principals.
In room task, arrange shots and choose your narration, there’s no wrong answer, and you can see how well they match up with principals.
In room task, arrange shots and choose your narration, there’s no wrong answer, and you can see how well they match up with principals.
In room task, arrange shots and choose your narration, there’s no wrong answer, and you can see how well they match up with principals.
In room task, arrange shots and choose your narration, there’s no wrong answer, and you can see how well they match up with principals.
In room task, arrange shots and choose your narration, there’s no wrong answer, and you can see how well they match up with principals.
In room task, arrange shots and choose your narration, there’s no wrong answer, and you can see how well they match up with principals.
Highlight some of the free tools out there that can be used for capturing and editing
These are great for revision or accessing when it is not possible to attend in person, the lecture is available 24/7. However, all you’ve got at the end of the day is a lecture, a passive form of learning. But that can’t take away how easy simple it is to capture a lecture.Preparation – Let the performer know exactly what you will do. Will you use a mix of video to slide, PIP or just slides and audio. Show them a past example if possible.Production – With this one there’s very little to do the quality relies on the performer.Post Production – Consider only making key part available, add value in the form of on screen prompts, questions at key points or if time permits add animation.
The type of teaching used by the Khan Academy – info about the Khan Academy.Allows the user to teach in greater or better detail. User learns by example and can move at their own pace. If you’re going to get involved in producing them here’s what to consider.Preparation – Make sure you know exactly what you’re gonna do, know every step, and have an instruction set or script to follow, and, before you get started know what your own voice sounds like, decide if you need to speak clearer, pronounce certain words differently etc (just be comfortable with you).Production – When you’re recording make sure you’ve closed all unnecessary programs. There’s nothing worse than an e-mail alert popping up and ruining your video, just as you’re right at the end. You can rerecord if necessary (maybe you’re in a noisy environment) but record with what we call a “scratch track” it’ll allow you to get an idea of clarity and intonation. Set your screen or window to a suitable size or resolution. Don’t record a large window if the information can be displayed in a smaller one.Post – To keep the user interested you should pose question throughout, pause for questions or link the information provided in the video to another resource.
The type of teaching used by the Khan Academy – info about the Khan Academy.Allows the user to teach in greater or better detail. User learns by example and can move at their own pace. If you’re going to get involved in producing them here’s what to consider.Preparation – Make sure you know exactly what you’re gonna do, know every step, and have an instruction set or script to follow, and, before you get started know what your own voice sounds like, decide if you need to speak clearer, pronounce certain words differently etc (just be comfortable with you).Production – When you’re recording make sure you’ve closed all unnecessary programs. There’s nothing worse than an e-mail alert popping up and ruining your video, just as you’re right at the end. You can rerecord if necessary (maybe you’re in a noisy environment) but record with what we call a “scratch track” it’ll allow you to get an idea of clarity and intonation. Set your screen or window to a suitable size or resolution. Don’t record a large window if the information can be displayed in a smaller one.Post – To keep the user interested you should pose question throughout, pause for questions or link the information provided in the video to another resource.
Leave space on one side, have the person looking off camera, almost into the space, and create some interest in the background but watch out for interfering objects. Creates a feeling of conversation.
These are very common on video sharing sites such as youtube and videojug. They can convey complex instructions very easily. Take the example of Origami, I’ve tried to follow instructions on paper (maybe find example), but a video can convey that information much clearer.Preparation - Determine the purpose this will inform your style or visual and narration. Production - Often it’s best to record your audio later as this will allow you to edit the sequence down and remove the wait for any long processes. However, get your narrator to talk through the process even if it’s just in discussion with you. This will help to write a script, and inform your edit. Shooting a wide or medium shot will allow people see the bigger picture or whole context and the close-ups will provide detailed information.Post – Don’t just repeat what is happening on screen add value.
Develops greater involvement in the issue. can be involving, both in emotional and cognitive ways, they can also be used to help people understand others, and the positions of others.Prep