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What games have to teach us

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.

Unterrichtsvideos als Medium der Lehrerinnen- und Lehrerbildung

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

Table of contents: 

Unterrichtsvideos in Forschung und Lehre (Educational videos in research and teaching)
Medienspezifisches Potential von Unterrichtsvideos für Forschung und Lehrerbildung (media-related potential of educational video for research and teachers’ training)
Formen des Einsatzes von Unterrichtsvideos in der Lehre (Concepts of using educational videos in teaching)
Lernen durch Reflexion und Analyse von Unterrichtsvideos (Teaching by reflecting and analysing educational videos)
Herausforderungen bei der Reflexion und Analyse von Unterrichtsvideos in der Lehre (Challenges in reflecting and analysing educational videos in teaching)
Forschung zum Einsatz von Videos in der Lehrerbildung (Research about the use of educational videos in teachers’ training)

System requirements: 
Acrobat Reader

DVD in the classroom

In their article, Nick Lacey and Roy Stafford give detailed information on DVDs, how to handle them and the advantages they bring to classroom teaching. "So, for example, on the Sony/Columbia Tri-Star disk of 'Lola rennt' ('Run, Lola, Run'), it is possible to show the same sequence in German, subtitled in English, 'dubbed' into English without subtitles, in German with German subtitles (useful for German language students)?" Compared to other media, such as VHS cassettes, DVDs are much easier to handle and offer more flexibility, the authors argue. They consider them a useful tool in media education at school.

System requirements: 
Adobe Reader

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Nick Lacey/Roy Stafford

Year

2001

Length

11 pages

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Spotlight on authentic learning: Student developed digital video projects

"Over the past decade, digital video editing software has developed from an expensive, rather clumsy tool, to a cheaper, user friendly tool with many capabilities that facilitate learner control. This development has given rise to a host of new applications in education, including the ability of students to capture, edit and generate their own video. As a result, student generated digital video projects (referred to subsequently in this paper as DV tasks or DV projects) are now being used in many classrooms to support, extend, or change pedagogy and curriculum outcomes.

The project on which this paper is based studied the use of student generated digital video in five schools. Two foci of the project were the nature of student learning from DV tasks and the pedagogical approaches being used with this technology. One of the characteristics of the video tasks that was noted in the study was their authentic nature. This paper analyses current understandings of authentic learning, examines teacher and student beliefs about the perceived authentic nature of student generated digital video tasks, and provides evidence of the authentic learning noted in the DV tasks from the study."

Related documents by the author:
* "Using Digital Video to Enhance Authentic Technology - Mediated Learning in Science Classrooms" (http://www.ed-dev.uts.edu.au/personal/mkearney/homepage/acrobats/acec.pdf)
* "Authentic Learning through the Use of Digital Video" (PDF) (http://www.ed-dev.uts.edu.au/teachered/research/dvproject/pdfs/ACEC2004.pdf), with Sandy Schuck

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Matthew Kearney and Sandy Schuck, University of Techology Sydney

Year

2002

Length

2 pages

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Print, Video, or the Ceo - The Impact of Media in Teaching Leadership with the Case Method

Case teaching has the potential to involve students in complex decision settings, enhancing their identification with protagonists facing difficult challenges. This article explores the impact of teaching a printed leadership case study with and without the appearance of the CEO in class—by video or in person. Our investigation shows, via qualitative and quantitative means, that the leader’s presence, even through video, significantly affects student engagement and can substantially enhance impressions of leadership effectiveness. We offer implications for teachers and propose future research directions.

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David J. O’Connell, St. Ambrose University, USA John F. McCarthy, University of New Hampshire at Manchester, USA Douglas T. Hall, Boston University School of Management, USA

Year

2004

Length

24 pages

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The filmmaker's toolkit

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.

Table of contents: 

The toolkit
1 Preparation
* organising your thoughts
* storyboarding
* scripting
* describing shots
* preparing to shoot

2. Production
* using a camera
o moving shots
* shooting sequences
* lighting
o 3 point lighting
* sound recording
* white balance
* conducting interviews

3. Editing
* logging
* editing process
* special effects
* sound and music
* music copyright
* outputting your film

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Claire Allam (content) & Danny Monaghan (design), Learning Development and Media Unit, University of Sheffield

Year

2007

Length

33 pages

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¿ PRODUCCION O PRODUCCIONES AUDIOVISUALES EN EL TERRENOEDUCATIVO ?

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

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Author

Julio Cabero Almenara

Year

1992

ISBN

ISSN: 02114-3216

Length

8 pages

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Video-Arbeit lohnt sich!

Article about using video in an academic secondary school with focus on economics.

System requirements: 
Acrobat Reader

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.

Table of contents: 

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

System requirements: 
Adobe Reader

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Author

Roland W. Wagner

Year

1993

Length

16 pages

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Learners as producers: Using project based learning to enhance meaningful learning through digital video production.

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.

Table of contents: 

* Introduction
* Project based learning
* Learning with technology
* Digital video camp
* Learner as producer
* Design of DV Camp
* Learning environment
* Participants
* Meaningful activities utilised in the DV camp
* Outcomes of the DV Camp
* Evaluation
* Conclusion
* Acknowledgements
* References

Link

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Author

Vincent H.K. Hung, Mike Keppell and Morris S.Y. Jong, Centre for Integrating Technology in Education, Hong Kong Institute of Education

Year

2004

Length

9 pages

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