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eStream study guides, tutorials and research material
Submitted Thursday, February 18, 2010 - 14:04Description:
eStream (Increasing the use of Streaming technology in school education in Europe 2003 - 2006) gathered a collection of useful resources such as study guides, tutorials and research material about streaming technology in school education.
eStream was a transnational project which aimed at promoting the use of Streaming technology in school education. This included technical and organisational aspects as well as the usability and the didactical impact. The eStream partnership, composed by institutions from 6 European countries, targeted at all staff involved into school education, teachers, decision makers, experts and educational multimedia publishers.
Year:
2006
Length:
repository
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
Rethinking University Teaching A Conversational Framework for the Effective Use of Learning Technologies
Submitted Thursday, February 18, 2010 - 13:40Description:
Teachers in higher education are slowly accepting the fact that they have to become more professional in their approach to teaching, matching their professionalism in research. The notions of quality audit and teacher appraisal are new, and in their existing forms ill-founded, but they represent a challenge that teachers will have to face. The book aims to prepare them for this: both to contribute towards a well-founded implementation of quality audits and appraisal, and to achieve their personal aims of improving their teaching and their students' learning. There is also a growing recognition that the technological media have the potential to improve student learning, or at least teach efficiency, and university teachers are looking for ways of increasing their understanding of what can be done with the new media, and how to do it. This book will inform them about what has been done and what is already known, helping them to think constructively and critically, and building toward a practical methodology for the design, development, and implementation of educational technologies. Part one explores students' learning, and what it is that they need from educational technology; part tow looks at individual teaching methods and media, including non-interactive media (lectures, print, audio, etc.), hypermedia (CD-ROM, etc.), and interactive media (simulations, modelling programs etc.); and part three discussed the design methodology, designing learning activities, setting up the learning context and maintaining quality.
ISBN:
ISBN-10: 0415256798, ISBN-13: 978-0415256797
Year:
2002 (2nd edition)
Length:
288 pages
Additional comments:
Google Books: http://books.google.com/books/p/tandf_uk-aa_balkema2?id=99eQakJyAj4C&printsec=frontcover&cd=1&source=gbs_ViewAPI#v=onepage&q=&f=false
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
Investigating digital video applications in distance learning
Submitted Thursday, February 18, 2010 - 13:12Description:
The paper gives a brief overview of the use of digital video in distance education, the background to The Open University's Digital Video Applications (DiVA) Project, the contexts in which the Digital Video Library system is being used and some evaluation findings. Through DiVA, the university is investigating how it can use its video assets effectively, to support reuse of existing materials in course production. The project team is also evaluating student use of the system. The paper reports on an observation study which revealed several usability issues and stakeholders' opinions about potential uses of the DiVA system. This is followed by findings from an evaluation of student use of the system at a residential school and its use as part of an online learning activity undertaken by students accessing the system remotely. Evaluation findings to date indicate some quality and workload issues but they also show opportunities that come to light when using the DiVA system.
ISBN:
ISSN-1358-1651
Year:
2004
Length:
13 pages
Additional comments:
Published in Journal of Educational Media, v29 n2 p125-137 Jul 2004
Philosophy Through Video Games
Submitted Thursday, February 18, 2010 - 12:12Description:
How can Wii Sports teach us about metaphysics? Can playing World of Warcraft lead to greater self-consciousness? How can we learn about aesthetics, ethics and divine attributes from Zork, Grand Theft Auto, and Civilization?
A variety of increasingly sophisticated video games are rapidly overtaking books, films, and television as America's most popular form of media entertainment. It is estimated that by 2011 over 30 percent of US households will own a Wii console - about the same percentage that owned a television in 1953.
In Philosophy Through Video Games, Jon Cogburn and Mark Silcox - philosophers with game industry experience - investigate the aesthetic appeal of video games, their effect on our morals, the insights they give us into our understanding of perceptual knowledge, personal identity, artificial intelligence, and the very meaning of life itself, arguing that video games are popular precisely because they engage with longstanding philosophical problems.
Topics covered include:
* The Problem of the External World
* Dualism and Personal Identity
* Artificial and Human Intelligence in the Philosophy of Mind
* The Idea of Interactive Art
* The Moral Effects of Video Games
* Games and God's Goodness
Games discussed include: Madden Football, Wii Sports, Guitar Hero, World of Warcraft, Sims Online, Second Life, Baldur's Gate, Knights of the Old Republic, Elder Scrolls, Zork, EverQuest Doom, Halo 2, Grand Theft Auto, Civilization, Mortal Kombat, Rome: Total War, Black and White, Aidyn Chronicles
ISBN:
ISBN-10: 0415988586, ISBN-13: 978-0415988582
Year:
2008
Length:
216 pages
Table of contents:
1 The Game inside the Mind, the Mind inside the Game (The Nintendo Wii Gaming Console)
2 I, Player: The Puzzle of Personal Identity (MMORPGS and Virtual Communities)
3 Artificial and Human Intelligence (Single-Player RPGs)
4 The Metaphysics of Interactive Art (Puzzle and Adventure Games)
5 Do Video Games Make us Evil? (First-Person Shooters)
6 Games and God’s Goodness (World-Builder and Tycoon Games)
7 Epilogue: Video Games and the Meaning of Life
Additional comments:
Chapter Resources (key words, key arguments, cool links, discussion questions): http://www.projectbraintrust.com/ptvg/
Participatory Video A Practical Approach to Using Video Creatively in Group Development Work
Submitted Thursday, February 18, 2010 - 12:00Description:
"Video can be a powerful tool for stimulating self-expression and interaction in group development work. Used in a participatory way, video encourages clients to examine the world around them, raising awareness of their situation and helping them to become more actively involved in the decisions which affect their lives. Based on an innovative approach researched over twelve years, Participatory Video offers a comprehensive guide to using video with groups.
The book includes over 60 step-by-step exercises, explaining clearly the procedure to follow, time needed and value of each activity. It provides basic information about video equipment and how to operate it, techniques for teaching skills to group members and advice on planning a series of workshops and longer-term video projects. Jackie Shaw and Clive Robertson place the use of video within a coherent theoretical framework and show how to maximise its effectiveness in groups with a range of different needs.
Participatory Video will be of particular interest to group leaders looking for new ways to enhance and amplify the group development process. It is aimed at a wide range of professionals, including social workers, youth and community workers, teachers, development educationalists, extension workers, therapists, community artists and video trainers."
"Participatory Video is a comprehensive guide to using video in group development work. Used in a participatory way, video can be a powerful tool, which allows clients to examine the world around them, gain awareness of their situation and become more actively involved in decisions which affect their lives.
Based on an innovative approach researched over twelve years, the book sets out a complete programme for workers in a range of social work, community, education and health settings. It features over 60 exercises, explaining clearly the procedure to follow, the time needed and the value of each activity. It includes practical advice on:
* workshop planning
* video equipment and how to use it
* teaching technical skills to group members
* running long-term projects
Participatory Video is a practical handbook for a wide range of professionals, including social workers, teachers, extension workers, therapists, community artists and video trainers. "
ISBN:
ISBN-10: 0415141052, ISBN-13: 978-0415141055
Year:
1997
Length:
304 pages
Table of contents:
List of figures
Preface
Acknowledgements
Introduction
CONTEXTS
1 Background, approach and benefits
Participatory video checklist
WORKSHOPS
2 Basics
Basics checklist
3 Initial contact
Initial contact checklist
4 Playing games
Games index
5 Creating video sequences
Creating video sequences checklist
PROJECTS
6 Applications and project outcomes
Benefits checklist
7 Setting up a project
Setting up a project checklist
8 Developing project plans
Example project plan
EQUIPMENT
9 Technical teaching and video operation
Teaching checklist
Putting it into practice
Appendix
Bibliography
Index
Additional comments:
Wikipedia related books: http://en.wikipedia.org/wiki/Participatory_video and RealTime Video: http://www.real-time.org.uk
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.
Audiences' judgements of speakers who use multimedia as a presentation aid: a contribution to training and assessment
Submitted Thursday, February 18, 2010 - 09:50Description:
Abstract: Multimedia technology in principle may help speakers to deliver more effective presentations. The present study examined what effectiveness might mean in terms of audience reaction. Understanding that may help educators to use multimedia more effectively themselves and to help their students to do so. Descriptors were elicited from audiences in response to a total of 56 live presentations in which speakers used multimedia as a presentation aid. Forty-two rating scales were defined. A total of 20 presentations were rated using the scales, with the scales presented in one of two different random orders. The order did not appear to affect the ratings. A factor analysis suggests that three factors may be most important in describing the audiences responses. The first describes audience assessment of how well researched and informative the presentation seemed. The second concerns the design of the multimedia, including how creative and imaginative it was. The third reflects how entertaining and how much fun the audience felt the experience as a whole to be. The results suggest a three-factor model that might be useful when designing multimedia-supported presentations, for providing proactive guidance and feedback when training speakers, and for assessment purposes.
ISBN:
ISSN-0007-1013
Year:
2005
Length:
22 pages
Keeping It Simple, Online and Personal: Teaching Interpersonal Communication Skills Via the World Wide Web
Submitted Thursday, February 18, 2010 - 09:45Description:
In this case study the authors discuss the creation of a digital video resource delivered via the WWW and CD-ROM for the teaching of interpersonal communication skills to distance students involved in a Masters of Library and Information Studies (MLIS) programme. The learning objectives of the resource, a walkthrough and an examination of the production of the digital video material are provided.
Year:
2003