with references
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
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.
Video Streaming in Online Learning
Submitted Thursday, February 18, 2010 - 10:45Description:
The use of video in teaching and learning is a common practice in education today. As learning online becomes more of a common practice in education, streaming video and audio will play a bigger role in delivering course materials to online learners. This form of technology brings courses alive by allowing online learners to use their visual and auditory senses to learn complex concepts and difficult procedures. This article offers an overview of using streaming video in the online educational environment and discusses the various formats of streaming media. The various hardware and software programs used to create streaming video are also examined along with the advantages and drawbacks of using streaming video in online instruction. Finally, a discussion of how streaming video can be used in online instruction and its curricular applications are addressed.
ISBN:
ISSN 1065-6901
Year:
2006
Length:
12 pages
Table of contents:
• Overview of Video Streaming
• The Technology behind Video Streaming
• Advantages of Using Streaming Video
• Limitations to Consider
• Guidelines and Recommendations
• Curricular Applications
• Conclusions
• References
Additional comments:
Published in AACE Journal, Volume 14, Issue 1, January 2006, PDF: http://www.editlib.org/INDEX.CFM?fuseaction=Reader.ViewFullText&paper_id=6152
Evaluating the use of streaming video to support student learning in a first-year life sciences course for student nurses
Submitted Thursday, February 18, 2010 - 10:36Description:
Streaming video was used to support the learning of first year student nurses on a Life Sciences module, as one of many innovations designed to increase the range of resources and support available to students. This paper describes the background to this innovation, the procedures adopted and the results of extensive evaluation. The use of streaming video was evaluated in three applications in the module. A total of 656 students used online directed-learning sessions that incorporated streamed video. Just over half of these students actually viewed the video streams. Their feedback showed that 32% found access easy, 59% enjoyed using the resources, and 25% were very confident that they learned from them. Different types of video were used, and embedded in diverse ways, but the results were consistent across the three applications. They suggest that streamed video can contribute to useful resources to support learning by student nurses but, for a variety of reasons, it may not appeal or be adequately accessible to all students at present.
ISBN:
ISSN-0260-6917
Year:
2003
Length:
9 pages
Additional comments:
Published in: Nurse Education Today, Volume 23, Issue 4, Page 255
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
A view about use of the digital video in learning
Submitted Monday, February 15, 2010 - 14:10Description:
Opetustelevisio ei synnyttänyt oppimisen vallankumousta, eikä myöskään analogisten videoiden hyödyntäminen opetuksessa. Entä digitaalisten videoiden hyödyntäminen? Edelleenkään vallankumousta ei ole odotettavissa, mutta digivideoiden hyödyntäminen näyttää tukevan analogisia videoita joissakin suhteissa paremmin eräitä mielekkään opiskelun ja oppimisen ominaispiirteitä. Näihin pedagogisiin mahdollisuuksiin yliopistojen on perusteltua tarttua.
Year:
2007
Length:
web page
Designing and implementing a PBL course on educational digital video production: Lessons learned from a design-based research
Submitted Monday, February 15, 2010 - 14:01Description:
Article published in Educational Technology Research & Development.
This paper reports on a design-based research (DBR) process for designing, implementing, and refining a problem-based learning (PBL) course on educational digital video (DV) use and production at the University of Lapland’s Faculty of Education. The study focuses on the students’ learning processes and outcomes from the viewpoint of meaningful learning. The research subjects included two pilot students and ten students enrolled in the course. To promote the reliability of the findings, data of various kinds and from multiple sources were used, including video recordings of the PBL tutorial sessions. The results suggest that PBL offers a good model to support students’ knowledge and skills in producing and using educational DV. In addition, the results suggest that DV production can be used as a method to learn about the subject matter of the DVs.
URL:
ISBN:
ISSN 1042-1629 (Print) 1556-6501 (Online)
Year:
2007
Length:
Pages 211-228
Table of contents:
Design-based research - Meaningful learning - Problem-based learning - Students-as-video-producers
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
Learners as producers: Using project based learning to enhance meaningful learning through digital video production.
Submitted Monday, November 30, 2009 - 16:00Description:
This paper discusses an initiative that utilised a combination of "Project based Learning" and a "Learning with Technology" approach. Project based learning emphasises group work and knowledge construction whereas learning with technology emphasises using technology as a tool to promote thinking. A Digital Video (DV) Camp project was organised at the Hong Kong Institute of Education with twenty teacher education students to explore how technology could enhance meaningful learning in a project based learning environment. The objective of the project was to investigate how students could learn with Digital Video technology through collaborative project based learning activities. The paper discusses how students utilised DV technology in small groups to produce two DV outputs - a one minute introduction of their group members and a three minute DV on a specific topic. Student feedback and evaluation was positive in relation to the approach and feedback was used to reorganise another DV camp in the subsequent year. Implications for the approach are discussed.
Year:
2004
Length:
9 pages
Table of contents:
* Introduction
* Project based learning
* Learning with technology
* Digital video camp
* Learner as producer
* Design of DV Camp
* Learning environment
* Participants
* Meaningful activities utilised in the DV camp
* Outcomes of the DV Camp
* Evaluation
* Conclusion
* Acknowledgements
* References
Additional comments:
Also in PDF: http://www.ascilite.org.au/conferences/perth04/procs/pdf/hung.pdf
Digivideo.fi
Submitted Thursday, June 11, 2009 - 13:19Description:
Digivideo.fi is a Finnish video enthusiasts website where you can find the latest news, topical articles and a lively discussion forum. It links to a Digivideo wiki as well.
Year:
up-to-date
Length:
web site