online video in education

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Permalink Reply by rustica on March 6, 2012 at 18:53

This is a great resource. Love the way you give it 'your rating'. I now a follower

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Permalink Reply by Stephen Bright on March 7, 2012 at 10:05

Thanks rustica, feedback appreciated.

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Permalink Reply by Hazel Owen on March 7, 2012 at 10:46

I'd like to echo Rustica's comment and say what a valuable resource this is - thank you for sharing it.

 

Really like the way you describe the pros and cons of each resource. It made it way easier to decide which ones I wanted to have a look at - for example, Vialogues. I was really keen on these until I saw that each user has to create an account (as with Voicethreads) - not a biggy, but a barrier for some folk. Your ratings definitely influenced whether I explored further too.

 

A quick couple of quick questions - you mention that "Online video is blossoming into a primo teaching resource for teachers and learners", why are your thoughts around why video has become so popular? And how do you answser those folk who say that multimedia is undermining deep understanding and sustained reading / research?

And a final (very small) observation and question. Video is usually very visual, and, though I found your notes for Grockit Answers, Voicethread, and Vialogues clear and easy to follow, I would be good to hear why you opted for a text approach to describing the processes? :-)

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Permalink Reply by Stephen Bright on March 7, 2012 at 14:52

Good questions Hazel - I think video is popular with students because anyone who grown up in the last 25 - 30 years has massive amounts of screen viewing experience but school/tertiary does not major on using this for learning purposes (with some exceptions). In terms of shallow and deep learning I don't think video encourages either necessarily. IMHO video best serves as a starter or stimulus for student discussion although some videos (e.g. well-produced documentaries) can be sources of high-quality content. I think privileging reading text as a learning activity is the norm especially for the tertiary sector, but I'm not advocating everything should be video-based activities, just that there should be a variety of media used in learning activities, both online and FTF. 

My notes are text-based - on reflection  I was interested that I hadn't noticed it at all in terms of the media used for a video resource theme.   Maybe because I'm more used to doing things in a form that sometimes gets printed out and handed to people in FTF 'hands-on' workshops. I have also done some screen recording and voiceover resources and can do both, but I find the latter takes more work for me, and I think more clearly when I'm writing things down rather than doing a commentary to a screen cast.  At heart I might still be a paper junkie ;-) ...

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Permalink Reply by John S. Oliver on November 17, 2012 at 13:22

THANKS for this.

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Permalink Reply by Pascale Hyboud-Peron on November 21, 2012 at 9:09

Thank you for sharing Stephen. I gave two thumbs up to knowmia which curates heaps of useful videos to support independent French learning and another two thumbs to 10 ideas for Classroom video projects. Now as a language secondary teacher, I need to think deeply how to assess work produced in this way.

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Permalink Reply by Stephen Bright on November 22, 2012 at 9:17

Thanks Pascale - assessing multimedia requires some re-thinking of how we assess things, but I guess that is part of the problem we have with assessing student work: as the quote says "not everything that counts can be counted, and not everything that can be counted counts". 

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Permalink Reply by Hazel Owen on November 22, 2012 at 11:32

I feel that assessment for standardised is a bit of a knotty issue. Assessment for formative learning can be really effective, whereas, when the focus becomes the grade rather than the learning, that's where the issue arises. So, different learners will be with you with different motivations - some will see the learning/skills as a stepping stone to the next rung on the ladder, whereas others will really want to learn the subject, and others are there for want of anything else suitable being available :-p So, with assessment, is it a case of unpacking with the students why assessments are there...find out what they think assessments are for...and see if, no matter what the motivation for learning, students can start to value assessments more as opportunities for learning rather than a grade. And I wonder if multimedia can be a way of starting the conversation, as student-created videos could spark discussions around audience, purpose, etc that drag the focus away from the grade.

Just some thoughts (typed up while I put off starting something else that I am really supposed to be doing ;-p)

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