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”
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.
Video Streaming: a guide for educational development
This handbook is an outcome of the Click and Go Video Project of JISC. Click and Go Video was a project from 2000 to 2002 that aimed to provide "a user orientated resource for the academic community that will stimulate and enhance the use of moving image archives for mainstream learning and teaching. It will investigate and report on best practice in developing a video enriched learning environment through the integration of archived moving images, locally produced video, Web resources and asynchronous and synchronous communications tools."
- A learning and teaching perspective
- The Click and Go Video Decision Tool
- Planning your content
- What equipment do I need?
- Capturing your video
- Alternatives to filming
- Editing your material
- Encoders and players
- Serving streaming media
- Presenting your content
- Copyright issues
- ''Live'' broadcasting
- Evaluating the educational benefit
Video games and the future of learning
"Will video games change the way we learn? We argue here for a particular view of games—and of learning—as activities that are most powerful when they are personally meaningful, experiential, social, and epistemological all at the same time. From this perspective, we describe an approach to the design of learning environments that builds on the educational properties of games, but deeply grounds them within a theory of learning appropriate for an age marked by the power of new technologies. We argue that to understand the future of learning, we have to look beyond schools to the emerging arena of video games. We suggest that video games matter because they present players with simulated worlds: worlds which, if well constructed, are not just about facts or isolated skills, but embody particular social practices. Video games thus make it possible for players to participate in valued communities of practice and as a result develop the ways of thinking that organize those practices. Most educational games to date have been produced in the absence of any coherent theory of learning or underlying body of research. We argue here for such a theory—and for research that addresses the important questions about this relatively new medium that such a theory implies."
# Video games as virtual worlds for learning
# From the Fact # Fetish to Ways of Thinking
# Epistemic games for initiation and transformation
# Epistemic games and the future of schooling
# A new model of learning
Making Movies - Learn how to edit video and create professional-looking DVDs.
PC Magazine is the Independent Guide to Technology. This article (january 2005, p. 147-162) by Jan Ozer "teaches amateurs the basics of video editing and DVD authoring, and reviews 20 applications to help us get the job done."
* Video editing
* DVD authoring
Vorbereitende Überlegungen zur Unterrichtspraxis IV, Video/Film
Interviews with experts about how to "teach film".
Gespräch mit Christine Dollhofer (Interview with C.D.)
Gespräch mit Stefan Kurowski
Gespräch mit Gustav Ernst
Allgemeine Überlegungen zur Unterrichtbarkeit vonVideo/Film (General considerations about teachability of video/film)
Berichterstattung im Fernsehen
Every day, pupils are subject to a whole load of information. TV and radio are still their most popular sources of information – especially so-called “infotainment” shows are watched a lot. The projects described in this text show the pupils how deceptive an apparently “objective” show can be. They learn actively how to use certain images and linguistic styles and how to analyze their effects. The detailed description of the respective lessons offers a lot of background knowledge and gives the instructors the chance to carry out similar projects in their own schools.
Introduction: Trust – Look – Who
Project 1: Sports coverage
• Introduction: Is a sportscast an entertainment show?
• Filmed reality? – media-pedagogic classification
• …and action! – didactical-methodical practice
• Overview of the lessons
• Descriptions of the lessons with working sheets
• Go girls – results and experiences
• It’s not that hard – resources and media
• Some technology: a stand-alone system for video-editing
Project 2: ZAP – TV-channels and news coverage
• Introduction: Bad news are good news – just because they make good stories?
• Zapping between channels – media-pedagogic classification
• Events cast their shadows ahead – didactical-methodical practice
• Overview of the lessons
• Description of the single lessons in the subjects German and art with working sheets
• The longer, the better - results and experiences
• Everything fine? – resources and media