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CH5 Learning by Visualizing With Technology: Recording Realities With Video
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Outline
1. Broadcast TV (Learning From) vs. Videography (Learning With)
2. Video Hardware for the Classroom
3. Video Learning Activities
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1. Broadcast TV (Learning From) vs. Videography (Learning With) Television
The Case for Television (Jonassen, 1982) Teachers should preview and evaluate progra
ms before using them; prepare students for learning from television by
• introducing new vocabulary• Providing overviews and advance organizers• Remain with students and encourage active viewing of th
e television program• Follow up the program by summarizing, reviewing, discus
sing, and evaluating the content
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The Case Against Television Television’s negative effects had the greatest impact on
advanced cognitive abilities• Displaces leisure reading• Requires less mental effort than reading • Reduces children’s attention span and tenacity in
solving problems
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The Case for Video A variety of social values of producing videos in schools
• Improving students’ self-confidence by planning video productions in class
• Producing feelings of self-satisfaction• Providing valuable feedback to students about how
others perceive them • Fostering cooperative learning while sharing ideas,
planning and producing programs, and evaluating outcomes
• Providing great public relations at open houses and other school functions
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2. Video Hardware for the Classroom
Camcorders 攝錄相機 Projectors 放映機 / Televisions Editors Microphones
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Camcorders
• Camcorders (camera-recorders) are portable electronic recording systems that are capable of recording live motion video and audio for later replay by VCRs(video-cassette recorders) or computer.
• Computer had to be equipped with a video board that would convert the analog signals into digital.
• Today, most camcorders record images digitally.
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Projectors/Televisions
• Although most camcorders are capable of playing back recorded videos in the viewfinder, viewing through here is limited to a single individual, and the quality is not very good.
• Learning through video is completed when students critique and reflect on their productions, so you will need to acquire a large television set or LCD projectors for playing back student productions for the class.
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EditorsConnecting a mini digital videocamera to your co
mputer Importing videoEditing video
• Selecting video• Arranging video clips in a movie• Transitions• Titles• Adding video effects• Adding and editing audio
Exporting • Exporting to the camera• Saving a movie as a QuickTime file
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Editors (Cont.)
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Editors (Cont.)
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Microphones
• The built-in microphones tend to be very sensitive, you may also record camera and operator sounds (breathing, talking, giggling, walking), which can be distracting to the message you wish to record.
• So, you may want to purchasing a microphone or two.
• Moving the microphone closer to the source of the sound improves the quality of the sound.
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3. Video Learning Activities
1. Jasper and Scientists: Anchoring Instruction2. Newsroom3. Student Talk Shows4. Digital Storytelling (by Kate Kemker)5. Personal Documentaries6. Video Theater: One-Act Dramas7. Video Modeling and Feedback8. Teachers as Videographers: Creating Contexts for
Learning9. Videoconferencing: Communicating Through Video
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Jasper and scientists : anchoring instruction
• Learning activities• Learning processes• Problem-solving processes• Teacher roles
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Newsroom
• Learning activity • Learning processes• Problem-solving processes• Teacher roles
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Student Talk Show
• Meeting of minds• Learning processes• Problem-solving processes• Teacher roles
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Digital Storytelling
• Meeting of minds• Learning processes• Problem-solving processes• Teacher roles
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Personal Documentaries
• Record problems in search of solutions• Learning processes• Problem-solving processes• Teacher roles
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Video Theater: one-act dramas
• Learning activity• Learning processes• Teacher roles
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Video Modeling and Feedback
• Learning activity• Learning processes• Problem-solving processes• Assessing learning through video feedback
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Teacher as Videographers: Creating Contexts for Learning
• Learning activities
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Videoconferencing :Communicating Through Video
• Videoconferencing – From discourse communities– Supporting communities of practice
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Conclusions
• Participate in all of the activities that are involved in shooting and producing videos
• Receive encouragement to be as creative as possible in their productions
• Use video to provide feedback on their performance• Reflect on and analyze the ideas and skills that they
have learned