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Using video in Education

Date post:18-Dec-2014
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The presentation regards the ways for the pedagogical use of video in class and the benefits of publishing and disseminating videos in social networks. Video is a “social object” inspiring and motivating students, cultivating dialogue, rating, polls and sharing in learning communities. Enabling school communities to present and disseminate their projects could make them available to each citizen. Therefore, video activates the students’ participation and communication, enhancing their creativity and collaboration. Furthermore, video is a “learning object” supporting interactions, providing opportunities to gain an insight into ideas, content and events, engaging in conversations with people all over the globe who share similar interests, passions, problems and experiences. So video is an essential tool for the development of educators’ “Professional Learning Networks” (PLN).
Transcript:
  • 1. Using Video inEducationSofia PapadimitriouDigital and Social MediaEducational RadioTelevision Ministry of Education,PhD Candidate School of HumanitiesHellenic Open [email protected]@gmail.com
  • 2. Pedagogical Use of VideoUsing media to support learning from pre-school through to University
  • 3. Technologies and pedagogical methods 1-1communication Mass Media : Press, Radio, TVConstructivism - communication Conference sound, video, WebConnectivism Web 2.0 Social NetworksUsing media to support learning from pre-school through to University
  • 4. The rise of the Networked Society - Castells, 1996
  • 5. Pedagogical frameworkBlooms taxonomyrevised Blooms taxonomyUsing media to support learning from pre-school through to University
  • 6. Using media to support learning from pre-school through to University
  • 7. A. Introductory activities: to engage, stimulate and motivatestudents.B. Activity based clips: directly related to an explicit learningactivity which the teacher will recognize and wish to use.C. Affective domain clips: encourage or facilitate empathy andemotional engagement on the part of the viewer.D. Conceptual enablers: enable the teacher to focus learningactivities around cognitive ideas such as analysis, synthesis,extrapolation, interpretation.E. Visual and spatial clips: provide clear visual images, imageryand representations.Using media to support learning from pre-school through to University
  • 8. A. Introductory activities1. Hook/stimulus clips(clips that might grab attention/aid to stimulation) any of the followingfeatures: Shock/surprise/delight Creating a sense of suspense/uncertainty Posing a problem or issue to be resolved (but without the resolution at this stage)2. Signpost videos (Koumi) As an introduction to the topic/or as a plenary To provides a focus: i.e. what to look for in the rest of the video or topic (this could be incommentary of with visual clips) To providing a rationale for a topic e.g. why are we studying this? To flag up what is coming later (distant signposts Koumi)Using media to support learning from pre-school through to University
  • 9. Using media to support learning from pre-school through to University
  • 10. B. Activity based clips with rich visual or audio content that learners could be asked to identify, spot that facilitate close observation skills (e.g. spot this) that show other times and/or culturesUsing media to support learning from pre-school through to University
  • 11. C. Affective domain clipsSensitise and emotionalise: signal a change of mood, tempo or topic highly emotional, charged clips (with a rationale) stunning, wow factor clips (incredible landscapes or wildlifedepictions)
  • 12. D. Conceptual enablers Predicting clips: they can be stopped at a point where student is asked topredict what happens next. Compare and contrast (similarity and difference) Extrapolate and predict (encourage learners to consider what wouldhappen if this was to be extended into the future ) Interpretation (require the learner to explain what is happening)Using media to support learning from pre-school through to University
  • 13. E. Visual and spatial clips Special geographic significancee.g. specific places, sites, events, festivals The world around usNatural history, Our Planet Clips with a strong visual representationworks of art, maps, objects Instructional (how to do things),cook, sports technique, use software, learn a language Clips illustrating dynamic phenomena
  • 14. Use of Video andactive learningUsing media to support learning from pre-school through to University
  • 15. Learning requires the active, constructiveinvolvement of the learnerUsing media to support learning from pre-school through to University
  • 16. Designing Learning EnvironmentsINTERNATIONAL ACADEMY OF EDUCATION,INTERNATIONAL BUREAU OF EDUCATION, Unesco (2002)Using media to support learning from pre-school through to UniversityIt is a challenge forteachers to createinteresting andchallenging learningenvironments thatencourage the activeinvolvement ofstudents.Learning is primarilya social activity andparticipation in thesocial life of theschool is central forlearning to occur.People learn bestwhen they participatein activities that areperceived to be usefulin real life and areculturally relevant.
  • 17. i-create i-create
  • 18. Video is asocial objectUsing media to support learning from pre-school through to University
  • 19. Using media to support learning from pre-school through to University
  • 20. Publishing video on your channelUsing media to support learning from pre-school through to University
  • 21. Using media to support learning from pre-school through to University
  • 22. Disseminating videoUsing media to support learning from pre-school through to University
  • 23. in social networksUsing media to support learning from pre-school through to University
  • 24. Participating oni-create
  • 25. Commenting oni-create
  • 26. Evaluating oni-create
  • 27. Evaluating oni-create
  • 28. Disseminating insocial networks
  • 29. Mentoring oni-create
  • 30. Video in Social Networks Inspires and motivates students. Cultivates dialogue, rating, polls and sharing. Enables school communities to present anddisseminate their projects, making themavailable to each citizen. Activates participation and communication. Supports creativity and collaboration. Emerges the wisdom of the community(crowd-sourcing)Using media to support learning from pre-school through to University
  • 31. Video is asocial objectFacebookTwitterGoogle+LinkedinB

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