EduTubePlus

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.

"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. "

MICROTUBE is a website where students can submit short video clips that explain microeconomic concepts, effects, or theorems. The basic idea underlying the MICROTUBE project is very simple: Students of economics produce video clips for students of economics. If these clips are worthwhile to watch, all the better. But how to implement such an idea? After some initial discussions with experts from the media services at the University of Zurich, it was agreed that it would be advisable to invest the available time in a small number of clips (rather than having too many). So a plan was made. A script was written, a casting organized, and locations were selected. Two camera teams worked in parallel over an extremely dense offsite weekend. And then, following weeks of cutting and fine-tuning, we ultimately arrived at the clips that are shown on this website. The MICROTUBE team hopes these clips will be (or have been) enjoyable for you! Acknowledgement. This e-learning project was made possible by the generous support of the Initiate Interactive Learning (IIL) at the University of Zurich during the years 2007 and 2008. The website was designed and realized by Michael Hohl. The MICROTUBE project is an original idea of Christian Ewerhart.

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#

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

Pay Off! is an educational introduction to moviemaking tools that aims to support and encourage teachers so they dare to start analysing films and let their pupils produce a movie teachers. Pay Off! consists of a 40-minute DVD and a teacher's manual giving a thorough walkthrough of the essential moviemaking tools with guidelines to understand how to get you message through when making a movie. The teacher's guide includes many tasks for students to engage in when they have to learn film-making and analysis. After viewing a chapter, pupils and teachers can discuss and reflect, and before the time of testing, the teacher can use the DVD to prepare for it. The teacher's guide includes many tasks for students to engage in when they have to learn film-making and analysis. It gives students an insight into the shooting and editing of a film, and how students can use editing tools to create their own production. In 2006 Pay Off! participated in the Danish competition "Det gyldne Snit 2006" and won the Jury´s special prize: http://www.fsknet.dk/da/node/474?q=node/504. You can find more (English) information about this project on the MEDEA Showcases that is dedicated to it: http://www.medea-awards.com/pay-off.

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.

"Over the past decade, digital video editing software has developed from an expensive, rather clumsy tool, to a cheaper, user friendly tool with many capabilities that facilitate learner control. This development has given rise to a host of new applications in education, including the ability of students to capture, edit and generate their own video. As a result, student generated digital video projects (referred to subsequently in this paper as DV tasks or DV projects) are now being used in many classrooms to support, extend, or change pedagogy and curriculum outcomes. The project on which this paper is based studied the use of student generated digital video in five schools. Two foci of the project were the nature of student learning from DV tasks and the pedagogical approaches being used with this technology. One of the characteristics of the video tasks that was noted in the study was their authentic nature. This paper analyses current understandings of authentic learning, examines teacher and student beliefs about the perceived authentic nature of student generated digital video tasks, and provides evidence of the authentic learning noted in the DV tasks from the study." Related documents by the author: * "Using Digital Video to Enhance Authentic Technology - Mediated Learning in Science Classrooms" (http://www.ed-dev.uts.edu.au/personal/mkearney/homepage/acrobats/acec.pdf) * "Authentic Learning through the Use of Digital Video" (PDF) (http://www.ed-dev.uts.edu.au/teachered/research/dvproject/pdfs/ACEC2004.pdf), with Sandy Schuck

EuroCreator is an educational initiative designed to encourage students and teachers throughout Europe to create at least one piece of media. To support this initiative, the EuroCreator website has been developed to facilitate educators and recognise and reward the creativity of young people. EuroCreator offers a pan European platform for students and educators to get creative and share their work. The website will be delivered in 10 European languages and offers certification from the EU Commissioner for Education, Youth & Culture, Ján Figel'