online
Looking through Three ‘I’s: the Pedagogic Use of Streaming Video
Submitted Thursday, February 18, 2010 - 14:00Description:
"In this paper we introduce a way to analyse video use through what we have named the Three ‘I’s Framework – image, interactivity and integration. This conceptual framework seeks to provide a practical decision tool to help teaching staff and practitioners with the pedagogic design and development of video streaming resources for online learning. Our aim is to provide a way of understanding the role of video as it changes from a presentation tool to a focus for networked learning."
Although the pedagogic use of film and video has a long history, its widespread use has always been limited by production costs and delivery difficulties. In recent years costs of production have fallen and the web has emerged as a mainstream educational distribution medium. Video itself can be used in many ways: ‘talking head’, interviews, video diaries, video labs, simulations, instructional sequences, ‘fly on the wall’, video help etc. Through the browser, ‘streaming’ video sequences can be linked to slides, text conferencing, whiteboards, video conferencing, shared applications, online assessment and third party web sites. A major element of the JISC/DNER Click and Go Video project is to move beyond the current understanding of video as a purely presentational tool. The seamless combination of digital video with other tools offers an opportunity to experiment with video as a focus for networked learning. However there is an acute lack of pedagogic resources, research and evaluation on the use of video streaming for teaching and learning. The pedagogical challenge faced by teaching staff and practitioners is not only to choose the appropriate streaming technology but also to design meaningful learning events.
Year:
2002
Length:
11 pages
Table of contents:
Abstract
Introduction
The Value of Video Streaming and the Three ‘I’s Framework
Towards a Decision Tool
Acknowledgments
References
Digital video in the classroom: Integrating theory and practice
Submitted Thursday, February 18, 2010 - 13:20Description:
Abstract: This article is intended to help teacher educators, classroom teachers, and administrators interested in educational technology acquire a firm theoretical as well as practical foundation upon which to introduce nonlinear digital video into their undergraduate or graduate instruction; discover a time-tested, step-by-step process for introducing creative hands-on videography projects into their respective teacher preparation programs or classrooms; and recognize why it is critically important for preservice and in-service teachers to establish a personal underlying pedagogical philosophy for infusing video technology into classroom instruction.
ISBN:
ISSN 1528-5804
Year:
2007
Length:
22 pages
Table of contents:
Lights Out!
The Context
Underlying Pedagogical Philosophy
Educational Videography: A Time-Tested Instructional Unit
Discussion
Acknowledgement
References
Appendix A - Video Project: Assessment Rubric
Appendix B - Practicing Basic Videographic Principles: Warm-Up Activity
Appendix C - Educational Videography: Questions to Consider
Appendix D - Video Project: Requirements and Parameters
Appendix F - Video Project: Pre-Production
Additional comments:
Published in Contemporary Issues in Technology and Teacher Education [Online serial], 7(2). PDF version: http://www.citejournal.org/articles/v7i2currentpractice1.pdf
Playing Video Games Motives, Responses, and Consequences
Submitted Thursday, February 18, 2010 - 11:13Description:
From security training simulations to war games to role-playing games, to sports games to gambling, playing video games has become a social phenomena, and the increasing number of players that cross gender, culture, and age is on a dramatic upward trajectory. Playing Video Games: Motives, Responses, and Consequences integrates communication, psychology, and technology to examine the psychological and mediated aspects of playing video games. It is the first volume to delve deeply into these aspects of computer game play. It fits squarely into the media psychology arm of entertainment studies, the next big wave in media studies. The book targets one of the most popular and pervasive media in modern times, and it will serve to define the area of study and provide a theoretical spine for future research.
This unique and timely volume will appeal to scholars, researchers, and graduate students in media studies and mass communication, psychology, and marketing.
URL:
ISBN:
ISBN-10: 0805853227, ISBN-13: 978-0805853223
Year:
2006
Length:
480 pages
Table of contents:
Foreword. Preface.
P. Vorderer, J. Bryant, K.M. Pieper, R. Weber, Playing Video Games as Entertainment.
M. Sellers, Designing the Experience of Interactive Play.
Part I: The Product. H. Lowood, A Brief Biography of Computer Games.
B.P. Smith, The (Computer) Games People Play.
S. Smith, Perps, Pimps, and Provocative Clothing: Examining Negative Content Patterns in Video Games.
E. Chan, P. Vorderer, Massively Multiplayer Online Games.
Part II: Motivation and Selection.
G.C. Klug, J. Schell, Why People Play Games: An Industry Perspective.
P. Ohler, G. Nieding, Why Play? An Evolutionary Perspective.
T. Hartmann, C. Klimmt, The Influence of Personality Factors on Computer Game Choice.
C. Klimmt, T. Hartmann, Effectance, Self-Efficacy, and the Motivation to Play Video Games.
M. von Salisch, C. Oppl, A. Kristen, What Attracts Children?
A.A. Raney, J.K. Smith, K. Baker, Adolescents and the Appeal of Video Games.
J. Bryant, J. Davies, Selective Exposure to Video Games.
Part III: Reception and Reaction Processes.
D. Williams, A Brief Social History of Game Play.
J.L. Sherry, K. Lucas, B.S. Greenberg, K. Lachlan, Video Game Uses and Gratifications as Predicators of Use and Game Preference.
R. Tamborini, P. Skalski, The Role of Presence in the Experience of Electronic Games.
S.M. Zehnder, S.D. Lipscomb, The Role of Music in Video Games.
K.M. Lee, N. Park, S-A. Jin, Narrative and Interactivity in Computer Games.
M.A. Shapiro, J. Pe¤a-Herborn, J.T. Hancock, Realism, Imagination, and Narrative Video Games.
A-S. Axelsson, T. Regan, Playing Online.
F.F. Steen, P.M. Greenfield, M.S. Davies, B. Tynes, What Went Wrong With The Sims Online: Cultural Learning and Barriers to Identification in a Massively Multiplayer Online Role-Playing Game.
Part IV: Effects and Consequences.
K.M. Lee, W. Peng, What Do We Know About Social and Psychological Effects of Computer Games? A Comprehensive Review of the Current Literature.
R. Weber, U. Ritterfeld, A. Kostygina, Aggression and Violence as Effects of Playing Violent Video Games?
K.E. Buckley, C.A. Anderson, A Theoretical Model of the Effects and Consequences of Playing Video Games. D.A. Lieberman, What Can We Learn From Playing Interactive Games?
U. Ritterfeld, R. Weber, Video Games for Entertainment and Education.
K. Durkin, Game Playing and Adolescents' Development.
Meaningful Learning with Digital and Online Videos: Theoretical Perspectives
Submitted Thursday, February 18, 2010 - 09:35Description:
Abstract on Ed/ITLib: "In this paper theoretical perspectives for analyzing the pedagogical meaningfulness of using videos in teaching, studying and learning are presented and discussed with a special focus on using digital and online video materials. The theoretical arguments were applied in the international JIBS – Joint Inserts Bank for Schools project (see < http://www.ebu.ch/departments/television/co_finance/jibs.php>). Out of existing theoretical literature six characteristics of meaningful learning were selected. According to these characteristics, meaningful learning is 1) active, 2) constructive and individual, 3) collaborative and conversational, 4) contextual, 5) guided, and 6) emotionally involving and motivating. In this paper, these characteristics are discussed with a special focus on learning with digital and online video materials. The characteristics provide insights into how digital and online videos can be used in a pedagogically meaningful way in teaching, studying and learning processes. It is evident that videos viewed either through television or computer can be seen as tools for learning. However, videos are just one component in the complexity of a classroom activity system. The learning outcomes depend largely on the way videos are used as part of the overall learning environment, e.g. how viewing or producing videos is integrated into other learning resources and tasks."
Year:
2005
Length:
18 pages
Additional comments:
Published in: AACE Journal, 13(3), 233-250. Norfolk, VA: AACE. PDF: http://www.editlib.org/d/6021/article_6021.pdf
Opettaja.tv
Submitted Monday, February 15, 2010 - 14:16Description:
YLE is Finland's national public service broadcasting company and Opettaja.tv is its service for teachers both on TV and on-line. YLE Teema is broadcasting Opettaja.tv for a few hours on five days of the week, offering teaching material for class work as well as to serve teachers' further education and professional development. Most Opettaja.tv TV programmes are also available online.
The web site offers a great amount of audiovisual teaching material and tools for its use in class. The web site also serves as a discussion forum for teachers and as a platform for the exchange of teaching material.
Opettaja.tv is made in cooperation with headteachers and the Finnish National Board of Education.
Year:
continuously
Planet SciCast Film School
Submitted Friday, February 12, 2010 - 15:24Description:
Planet SciCast (UK) is an online repository that shares videos, sent in by children and adults, related to Science, Technology, Engineering or Maths (STEM). Video submitters can access guidelines and a handbook about shooting a video, write-ups of the activities, experiments and demonstrations.
"These pages will help you plan your film, giving you advice about equipment, how to organise your team, and what sorts of things seem to work most reliably. You’ll find most of what’s here in our lovely Handbook, which you can download."
Year:
ongoing
Length:
repository
Table of contents:
* Why make films?
* Where to start
* Teams & Producers
* Planning
* Rules & Advice
* Demonstrations
* Other Sorts of Films
* Inspiration
* Safety
* Gear - Cameras
* Gear - Sound
* Gear - Accessories
* Gear - Editing
* Practicalities - Types of Film
* Practicalities - Using a camera
* Practicalities - Producing
* Production - Paperwork
* Production - Licensing
* Production - Using other peoples' stuff
* Submitting your Films
INgeBEELD
Submitted Friday, February 12, 2010 - 14:52Description:
CANON Cultuurcel of the Flemish Ministry of Education and Training launched the INgeBEELD project (INgeBEELD means “in images” or “imaginary”). INgeBEELD is divided into 4 seperate subprojects with different target audiences.
INgeBEELD 1 (3-8 years) familiarises young children with the different building blocks of audio-visual media through five short films and engages pupils in how to look at things and communicate about the experiences. INgeBEELD 2 (6-14 years) aims to bring about the delivery of audio-visual teaching at school that is adapted to the living environment of different age groups.
It focuses on experimental film, video art and shorter audio-visual creations and introduces the basic principles of network culture and the new media. In these tasks, various media are integrated that are now omnipresent: mobile phone, mp3 player, computer games. INgeBEELD 1 and 2 are delivered in boxes with materials such as richly-illustrated textbooks, prints/drawings and photo materials, enriched with digital materials such as online assignments and DVDs with animations, cartoons, video. Young people learn to creatively express themselves by making music and sounds, drawing, playing drama and using video
INgeBEELD 3 (12-18 years) is a website that contains 4 modules, challenges and materials for all types of secondary education. Teachers can find many ideas and have access to any audio-visual tool to set up or complete their activities. INgeBEELD4 (for teachers in training and in practice) is in a test phase and plans to make these teachers multimedia literate via a ‘media wisdom’ platform. Visitors discover the possibility of working (themselves) on this via five different worlds consisting of audiovisual clips, films and games, all connected with each other. Indirectly students and schools can then benefit from the media wisdom.
URL:
Year:
2009
Length:
4 web sites
Table of contents:
# INgeBEELD 1 (online and in a box)
# INgeBEELD 2 (online and in a box)
# INgeBEELD 3 (online)
# INgeBEELD 4 (online, in test phase)
Situiertes Lernen mit Videos
Submitted Thursday, February 12, 2009 - 16:35Description:
Study about situated learning in the classroom
Year:
2005
Length:
6pages
System requirements:
Adobe Reader
Video in der schulischen Sprecherziehung
Submitted Thursday, February 12, 2009 - 16:35Description:
The writer mentions the objectives of speech pedagogy in school, points out the use of video as a means of teaching speech and introduces evaluation criteria for the assessment of the videos. Furthermore, possible problems are thematized.
Year:
1993
Length:
16 pages
Table of contents:
Goals of speech pedagogy in schools
Basics of using video in speech pedagogy
• Speech-pedagogical evaluation criteria to analyze videos
• Body-lingustic interpretation possibilites
Problems in the use of video in speech-pedagogy
• Cognitive-emotional level of speech anxiety
• Physiologic level of speech anxiety
• Behaviorist level of speech anxiety
Ways to practice
System requirements:
Adobe Reader
Project Look Sharp
Submitted Thursday, February 12, 2009 - 16:35Description:
An initiative to promote and support the integration of media literacy into classroom curricula at all grade levels and instructional areas, as well as to evaluate the effectiveness of media literacy education in the schools.
System requirements:
Adobe Reader