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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.

This multimedia supported pervasive game was created by five secondary school pupils of the Sint-Lievenscollege Ghent (Belgium) around the theme of bullying and racketeering to sensitise students against useless violence. Students participating in this 50-minute lifesize game had to search a fictitious murderer in their school through clues provided in mp3-files and video clips. The five girls who created this game, set up a campaign to attract their fellow pupils to participate in the lifesize Cluedo game with flyers and a website. The story was that a boy in school who had bullied one of his classmates, was found dead at his school. There were four suspects, so fellow students had to find the actual killer. The creators had created video clues but separated audiotracks and videotracks so participants needed to download mp3 files in advance and once the game began at school, they could find the accompanying videos at different locations in the school and then link sound with video. In the Dutch project website the mp3 tracks could be first downloaded (http://anti-anti.slc-gent.be - with frames - watch in Internet Explorer). The English project website shows the different videos and a segment about the game of the local news. All videos are Dutch. This project won the MEDEA Special Jury Award 2008 and so an (English) interview the pupils' teacher was recorded as part of the project's showcase: http://medea-awards.com/anti-anti. In the interview, he explains that the students used their own material as the school didn't have video or audiomaterial at the time.

Daisy and Drago is an animation by 6-year old Turkish pupils under the guidance of two teachers from the Terakki Foundation Schools in Istanbul, Turkey, English teacher Miss. Özge Karaoğlu and animation teacher Mrs. Havva Kangal Erdoğan. Daisy and Drago aims to entertain young learners while they learn a foreign language (in this case English) and help them to build permanent learning in English. The pupils made drawings in their animation class, coloured them and by putting them behind each other, an animation was created. The pupils also dubbed the animation for a Turkish and an English version. In a repetitive and funny story young children can learn to use the English phrases “I can – I can’t – Can you?” as the young girl Daisy invites her friend Drago to several of her favourite sports activities, but he can’t do them as he is a dragon and she is a human, but there is one thing that Drago can do... By integrating Art and English lessons, pupils had the opportunity to learn and combine artistry and language skills during the production of this animation film and their audiovisual aids are now an important part of the resulting animation. They learned how to record their voices and sounds for the animation, but also to create and maintain teamwork and present their artwork to an audience. This film has been used in English lessons as a teaching resource in English language teaching. The resulting animation is also part of lessons as Özge and Havva explain: “We have used this film in our kindergarten classes when we teach sports . Before we present the topic we show some snapshots of the video where they do different sports and we ask the kids to name them. We ask students about their favorite sports then we ask them which sports they can do. They look at the snapshots and decide what Daisy can do and what Drago can’t. After they watch the film, students role-play the story and discuss what Daisy and Drago can or can’t do. They also watch the film without the sound and then try to remember what the characters say in different scenes. Another related activity is preparing posters for the film and making puppets of the characters.” Follow-up stories were later created such as 'Daisy and Drago and the Magic Wand', ... Daisy and Drago won the MEDEA Award for Creativity and Innovation 2009. You can watch a MEDEA Showcase about the project here: http://www.medea-awards.com/daisy-and-drago, and be sure to watch the "making of video" of Daisy and Drago’s narration: http://video.google.com/videoplay?docid=1352486947893285486#

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.

This project Unseen Voices, is a new silent digital film (8 mins) as part of a collaborative interdisciplinary creative learning project, created and delivered by Sergio López Figueroa (Creative Director of Big Bang Lab). In two-week workshops a group of music students learn the history of the second World War, the Holocaust and Kindertransport (youth refugees in 1939) by learning how to create a film entirely by re-using archive film footage and photography and editing digitised clips, learn where and how to research, copyright issues, make the storyboard and the film, compose the music with support of Music Leader and finally perform live at the Holocaust Memorial Day with the Unseen Voices film in Wembley Town Hall in January 2008. At a second stage, an educational DVD was produced including four mini documentaries of the whole process and further resources including web resources for the use of teachers and other schools and distributed to 100 schools in the Borough. The project was funded by the Museum Libraries and Archive Council (MLA) and is now actually being used as a best practice model for the second stage of their funding program. A MEDEA Showcase is dedicated to this project, including an interview and excerpts from the DVD: http://www.medea-awards.com/unseen-voices

'Les TIC en Classe' is French for "ICT in class". It is an interactive DVD, produced and published in 2007 by the Ministry of Education in France, to motivate teachers to use ICT in the classroom. 37 films (5-7 minutes) allow the viewer/teacher to "enter" and participate in a class. Each film is supplemented by interviews with the teachers and students, educational materials and relevant links. The DVD shows with concrete examples and situations the contribution and advantages of digital services and tools to learning, to show the actual activities of students and to encourage teachers to use the many accompanying documents (on the DVD or available online) and extend the use of ICT and examples shown in the videos. The DVD was chosen as a medium because it allows teachers to easily access the multimedia content that interest him/her (movies, interviews with teachers or pupils, PDFs and links) and it can be viewed on any computer and all types of operating system (even old versions). The DVD features a dual navigation to discover the contents by subject in primary and secondary education (French, mathematics, modern languages, etc ...) or to browse by theme: background materials (on for instance interactive tables), involved psycho-motoric learning goals or resources, … Presented at numerous meetings and in many institutes of teacher training, the DVD was a big hit among the teachers so it was reissued in 6000 copies, a special edition targeted at primary education and an English version of 10 films (http://www.educnet.education.fr/en/videos/ict-uses) were made in 2008 and 2009. Project media is a DVD, but the movies and materials are also available online: http://www.educnet.education.fr/canal-educnet and DVDs are sent to teachers who request it via e-mail: usages-sdtice@education.gouv.fr. A MEDEA Showcase was also dedicated to this educational package: http://www.medea-awards.com/les-tic-en-classe.

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.

Site with user-generated educational media (videos, photos, audios and e-books)

MediaEd is the site for media and moving image education in the UK. On this site you'll find teaching ideas, lesson plans and project reports, examples of student work, details of where you can get support and training or find workshops or education screenings for your students. MediaEd is currently still under construction so your feedback would be really useful.

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