Week 4 Reflection on Videos
This week I chose to do a reflection on videos as they are
the most fun, incorporating both audio and visual stimuli. I also really like
that videos can cater to students who are deaf or blind, to almost any degree.
Videos engage students, and can introduce or elaborate on topics in a way that
can be difficult to accomplish any other way.
Basically, I love videos, whether it be watching or
creating.
What can videos do?
Videos can display information in an entirely unique format,
with audio and visual cues. It is a very creative platform! Videos can be used
to inform or entertain. They can present multitudes of information in a very
concise format, as there are simply so many ways of presenting that
information.
A good demonstration of how popular and useful videos can be
is Youtube. The following is a screenshot from the website with some of the statistics
collected, and as can be seen from the first point alone, Youtube is incredibly
popular!
 | |
| Youtube.com |
One example of what a video can do is the following video I
created with a friend in 2011. We wished to observe weather patterns as we
lived in an isolated area with no weather forecasts. We did not wish to lay in
the grass all day looking at the sky however, so we set a camera to time-lapse
and viewed the results a day later.
What are the
limitations or restrictions?
Videos have many different possible formats (or ways of
saving the information so that a device may show the information), and
sometimes this can be incredibly useful. Saving in certain formats will
increase the amount of space required, but save in a better quality, and the
reverse is also true. However to play any format, a device must be able to read
that format, which sometimes can be a problem. For example, the earlier video
will play on some devices and not others, due to some devices not being able to
play 3gp files.
Videos are also not interactive in themselves. They are a
similar to blogs in this fashion, they only present information. However, just
like with blogs, often comments are able to be created and discussions can be
created in this fashion.
What is the privacy
settings and abilities?
Privacy is completely controlled by the creator of a video.
If they wish to keep it private (like that video of you in the bathtub when you
were little), then you simply keep that video off of the internet. If your
intention is to educate or entertain a wide audience, then post it on Youtube.
If you want to show a limited audience, then only show those you wish to see
it. Websites that allow a creator to post to the page often have their own
guidelines and rules that are followed in order to monitor anonymity, safety or
usage.
Can you customise the
tool or space?
Videos are entirely customisable, with creators being able
to use various editors or programs to not only incorporate images and audio,
but to also manipulate videos. This could be through the addition of
transitions, use of green screen technology, or cutting the video into
segments. You can often also choose the format the video is saved into!
Is it easy to use (create or view)?
It is extremely easy to view videos, after two minutes on
Youtube it is nearly impossible not to! Creation is also simple for beginners,
and more complex as a creator delves into the possible options.
 |
| Movie maker - simple editor example |
 |
| www.leawo.com – complex video editor |
- using pre-made videos to introduce topics (Substitution level), such as watching an overview of fractions and their uses in maths.
- engage students (Augmentation level), such as asking students to brainstorm ways to create a plasma cutter then showing them a video on a simple creation (Slow Mo Guys).
- students creating short videos on a topic (Modification level), whic requires them creating and researching independantly. Such as create a video on fractals! (Done that, so much fun and so creative for a Maths C class!)
- discussion of possible outcomes in an event, watching a video on said event, then creating a short video reflection (Redefinition level). This can take up a whole 70 minute lesson, however not only engages the students, but stimulates higher-order thinking and creativity. It can be modified to include research in the reflection, and could be used in any class!
This video was very quickly created by myself to demonstrate how easily and effectivly videos can be created. The audio was sped up as I had to speak slowely for the microphone, and it is just more interesting to listen to in my opinion. It took approximately 5 minutes after the slides were created in Photoshop, and the audio made in Audacity within 5 minutes. In total maybe 15-20 minutes. No transitions or effects were added. It was created with mobile viewing in mind.
Great incorporation of images and video, especially using multiple videos to enhance different points you were making. It was good to see that the videos related to the information provided and weren't just thrown in for the sake of it. I can definitely see how I could use videos in my teaching clearly now.
ReplyDeleteThe video of the sky in time lapse is an interesting concept, did you do this as part of a school project? I can easily see this fitting into a geography classroom setting, however i'm not too sure what students would do with the video after, do you have any ideas?
It was great to see that you made your own SAMR video, is there a way to make those webpage links hyperlinks on youtube?
Thanks JessSag :)
ReplyDeleteThe sky in time-lapse was just something we did for fun, an example of something we did in class once was recorded water coming out of a hose. We chose different angles, and had to use that information to determine the limits on parabolas, in term of distance. It incorporated the force, angles, gravity and limits while being a physical and technology capable experiment.
If you mean the links in the SAMR video, you cannot make them hyperlinks for when viewing, but often you find people attach them to the video.