Media and Learning 2013

The Trainer’s manual was prepared in the frames of How to webcast – new media use in the efficient learning processes project, co-financed by the Lifelong Learning Programme – Leonardo da Vinci.

It provides preparation, promotion and valorisation of the on-line teaching methodology with the use of webcast software. These programmes allow one to conduct training with the use of presentations, video and sound (VOIP).

The Trainer’s manual exemplifies an extension of the practical knowledge contained in the methodology and it is designed to facilitate the work of trainers. The main aim is to support them in the organisational process of the webcast training and provide an efficiency in the use of all accessible tools.

This toolkit provides practical help and inspiration for students and staff interested in making films. With manual: online or downloadable as PDF (33 pages).
* Video technology has become easier to use, more available and far cheaper than ever before. More and more people are making their own videos and publishing them on the web, as YouTube testifies. But how do you get beyond ‘point and shoot' and what is the relevance of video production to education?
* Digital Video can be used in a number of ways in the classroom and the case studies show examples of a wide range of applications, together with student comment and reflection.
* The toolkit gives an overview of the filmmaking process, from initial idea to equipment needed to burning your DVD. It has been developed over several years and provides information and points to consider when making a film with an educational application in mind.
* The filmmaker's toolkit (downloadable as PDF) can be used as a standalone resource, in combination with workshops, or it can be more fully embedded into the learning and teaching of specific modules.

This is an article from The Guardian by John Kirriemuir. He is an independent researcher and consultant who has a blog at http://www.silversprite.com.

How to exploit the potential of videos in teacher's training.

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.

This paper discusses an initiative that utilised a combination of "Project based Learning" and a "Learning with Technology" approach. Project based learning emphasises group work and knowledge construction whereas learning with technology emphasises using technology as a tool to promote thinking. A Digital Video (DV) Camp project was organised at the Hong Kong Institute of Education with twenty teacher education students to explore how technology could enhance meaningful learning in a project based learning environment. The objective of the project was to investigate how students could learn with Digital Video technology through collaborative project based learning activities. The paper discusses how students utilised DV technology in small groups to produce two DV outputs - a one minute introduction of their group members and a three minute DV on a specific topic. Student feedback and evaluation was positive in relation to the approach and feedback was used to reorganise another DV camp in the subsequent year. Implications for the approach are discussed.

Abstract: This article is intended to help teacher educators, classroom teachers, and administrators interested in educational technology acquire a firm theoretical as well as practical foundation upon which to introduce nonlinear digital video into their undergraduate or graduate instruction; discover a time-tested, step-by-step process for introducing creative hands-on videography projects into their respective teacher preparation programs or classrooms; and recognize why it is critically important for preservice and in-service teachers to establish a personal underlying pedagogical philosophy for infusing video technology into classroom instruction.

"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.

(Abstract) The use of filmmaking as a creative learning tool within the academic curriculum has been pioneered at the University of Sheffield. Filmmaking has been found to promote a lively, exciting and challenging environment in the classroom. It produces highly motivated students and makes learning fun by giving them a sense of empowerment and achievement. Perhaps more importantly, it allows students to tap into their creativity and imagination - abilities identified by many as the passport to a successful future. This paper covers a number of examples which describe the benefits to student learning; these include close engagement with their subject leading to insight and deeper understanding, as well as a range of transferable skills. This successful practice is looked at in relation to issues of assessment, evaluation and cost. Using a methodological approach that employs qualitative feedback interviews with students as research data, as well as referring to the literature, it presents a case for sustainable implementation.

Published in journal Innovations in Education and Teaching International, Volume 45, Issue 3 August 2008 , pages 281 - 288.

This publication is about the production of audiovisual productions in the educational field.