¿ PRODUCCION O PRODUCCIONES AUDIOVISUALES EN EL TERRENOEDUCATIVO ?
This publication is about the production of audiovisual productions in the educational field.
Video-Arbeit lohnt sich!
Article about using video in an academic secondary school with focus on economics.
Video in der schulischen Sprecherziehung
The writer mentions the objectives of speech pedagogy in school, points out the use of video as a means of teaching speech and introduces evaluation criteria for the assessment of the videos. Furthermore, possible problems are thematized.
Goals of speech pedagogy in schools
Basics of using video in speech pedagogy
• Speech-pedagogical evaluation criteria to analyze videos
• Body-lingustic interpretation possibilites
Problems in the use of video in speech-pedagogy
• Cognitive-emotional level of speech anxiety
• Physiologic level of speech anxiety
• Behaviorist level of speech anxiety
Ways to practice
Non-optimal uses of video in the classroom
This paper examines some instructional practices concerning the non-optimal uses of video, films and other mass media in the K–12 classroom. Based on a six-year process of observing and interviewing teachers regularly in two school districts in Massachusetts, USA, this paper presents a typology of seven common patterns of non-optimal media use, instructional practices that diminish or weaken the value of film and video viewing as a learning tool. A telephone survey was conducted with a purposive sample of 130 middle-school and high-school teachers to provide additional evidence concerning teacher perceptions of the frequency of their colleagues’ non-optimal use of video. Teachers in the USA report that their colleagues frequently use media for non-educational purposes, including to fill time, to keep students quiet, as a break from learning, or as a reward for good behavior. The implications of non-optimal media use are considered in light of renewed interest in integrating media literacy into K–12 instruction.
Looking through Three ‘I’s: the Pedagogic Use of Streaming Video
"In this paper we introduce a way to analyse video use through what we have named the Three ‘I’s Framework – image, interactivity and integration. This conceptual framework seeks to provide a practical decision tool to help teaching staff and practitioners with the pedagogic design and development of video streaming resources for online learning. Our aim is to provide a way of understanding the role of video as it changes from a presentation tool to a focus for networked learning."
Although the pedagogic use of film and video has a long history, its widespread use has always been limited by production costs and delivery difficulties. In recent years costs of production have fallen and the web has emerged as a mainstream educational distribution medium. Video itself can be used in many ways: ‘talking head’, interviews, video diaries, video labs, simulations, instructional sequences, ‘fly on the wall’, video help etc. Through the browser, ‘streaming’ video sequences can be linked to slides, text conferencing, whiteboards, video conferencing, shared applications, online assessment and third party web sites. A major element of the JISC/DNER Click and Go Video project is to move beyond the current understanding of video as a purely presentational tool. The seamless combination of digital video with other tools offers an opportunity to experiment with video as a focus for networked learning. However there is an acute lack of pedagogic resources, research and evaluation on the use of video streaming for teaching and learning. The pedagogical challenge faced by teaching staff and practitioners is not only to choose the appropriate streaming technology but also to design meaningful learning events.
The Value of Video Streaming and the Three ‘I’s Framework
Towards a Decision Tool
This is a complete guidebook including technical and pedagogical tips for managing videconference sessions. A trouble shooting guide and glossary of terms are also included. This courseware is used during the videoconference training sessions offered by the university's IT Services.
Also see other videoconferencing resources: http://www.um.edu.mt/itservices/staff/facilities/videoconferencing/help
Video Modeling for Individuals with Autism: A Review of Model Types and Effects
Arizona State University Abstract Efficacy research on video modeling as an instructional approach for individuals with autism has been found to be a promising area for teachers and researchers. Over the last three decades the literature has shown successful use of video modeling for teaching a variety of social, academic, and functional skills. The purpose of this literature review is to describe one specific aspect of video modeling, namely, to examine video modeling studies from the perspective of the impact of the model. To this end studies have been categorized as models using adults, peers, self, point-of-view, and mixed model approaches. Descriptive summaries and analyses of outcomes are provided for each study. As a group, individuals with autism appear to have strengths processing visual stimuli (Bryan & Gast, 2000; Hodgdon, 1995) resulting in many instructional strategies comprised of a heavy emphasis on visual cues; for example, PECS, Social Stories, and individualized multimedia activity schedules (Bondy & Frost, 1994; Charlop-Christy, Carpenter, Le,...
Show us a story
Describing ways to use video in class - putting a focus on the respective product of the bfi.
Tasks of media pedagogy (media education)
The British Film Institute and moving image media education
Media pedagogy in the English curriculum
Media pedagogy in English schools
Moving image media education in primary schools
Moving image media education as perception training
Show us a story
Moving images in the classroom
Teaching with short movies
Story shorts and literacy
Short movies in class
Videoaufzeichnungen als methodische Grundlage zur Förderung der mündlichen Argumentationsfähigkeit in der Sekundarstufe
Video recordings can be an important means of fostering the ability to debate in school. The writer offers curriculum goals, thoughts about the complexity of debates, suggestions and reasons for the use of video recordings in class. The step-by-step instructions for developing a “debating curriculum” help putting that process into a structure.
Some preliminary remarks as an assessment
Thoughts about curriculum goals
About the complexity of debates
Suggestions and reasons for the use of video recordings to improve the ability to debate
• Aspect of motivation and reflection about the pupils’ own linguistic pattern
• Aspect of interaction and action-orientation
• Aspect of reflection about language using recorded TV-shows
Steps for developing a “debating curriculum”
Questioning, promoting and evaluating the use of streaming video to support student learning
This paper uses case studies to describe how streaming video is currently used to support student learning in post compulsory education in the UK. It describes the current role of streaming video and identiﬁes processes that could extend the application of streaming in education. It attempts to establish a case for more formal evaluation and communication of educational processes involving streaming and identiﬁes elements of a research agenda that could further develop the application of streaming technology in education.