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Slides from ViTAL (http://vital-sig.ning.com/) webinar 9 March 2011,[object Object],Recording available at http://lancasteruni.adobeconnect.com/p60258356/,[object Object],Video and pedagogy - what questions should we be asking now ?Clive Young, UCL,[object Object]
video’s “perfect storm”,[object Object]
Who needs pedagogy?,[object Object],Managers and support staff – is the investment worth it? ,[object Object],Teachers – How can I justify this to my HoD?,[object Object],Students – How do I know I’m looking at/learning the right stuff?,[object Object],Learning technologists/AV – how can we provide models of good practice/support?,[object Object]
How can I design and produce effective video resources?,[object Object],e.g. is lecture capture a good use of my (and my students’) time?,[object Object],ideas, models of use, descriptions, practical tips, models of design, process guides, vocabulary, examples, evaluation,[object Object]
Getting ever more complex?,[object Object],Image,[object Object],+ Interactivity,[object Object],+ Integration,[object Object],Film strip/slide,[object Object],TV / VHS,[object Object],Desktop video,[object Object],Multimedia,[object Object],Web media,[object Object],Streaming,[object Object],Mobile video,[object Object],Social video,[object Object],+ Input,[object Object],Based on Thornhill, Asensioand Young (2002),[object Object]
Getting ever more complex?,[object Object],Image,[object Object],+ Interactivity,[object Object],+ Integration,[object Object],Film strip/slide,[object Object],TV / VHS,[object Object],Desktop video,[object Object],Multimedia,[object Object],Web media,[object Object],Streaming,[object Object],Mobile video,[object Object],Social video,[object Object],Instruction (?),[object Object],Constructvism,[object Object],Conversation,[object Object],Context,[object Object],+ Input,[object Object],Multimodalities,[object Object],Multiliteracies,[object Object]
Image – from ViTAL discussion,[object Object],Practical instructional videos...on phones,[object Object],“I've used video in a few of our 'learning objects' and it's saved a) a lot of descriptive text and b) a lot of custom drawing/animation….Because both objects were trying to describe physical body methods, video was ideal” [Fred Riley],[object Object],Short lectures ‘summaries’ [Janice Whatley],[object Object],Quality e.g. lecture capture, Flip cameras,[object Object]
Image – Jack Kuomi’s framework,[object Object],Original at http://jackkoumi.co.uk/resources.html,[object Object]
Image – Jack Kuomi’s framework,[object Object]
http://jackkoumi.co.uk/,[object Object]
Interactivity,[object Object],“the main reason why television did not become everyone’s teacher was because it lacked the very essential quality of teaching: the ability to interact with the learner” Mark Rosenberg 2001,[object Object],About,[object Object],Access – own computer + mobile devices,[object Object],Choice – on-demand (+ search),[object Object],Control – start, stop, pause, skip, review,[object Object],http://www.flickr.com/photos/nesster/3714783252/,[object Object]
Interactivity,[object Object],Catch up missed lectures or review of ones attended “more common?” – can listen to several times,[object Object],Mobile video...or just audio,[object Object],Download-ability – some are resistant...,[object Object],Affordances of LC and other tools (search, metadata etc),[object Object],Accessibility e.g. text versions,[object Object],http://www.flickr.com/photos/bredgur/1323025528/,[object Object]
Integration,[object Object],Video as student assessment,[object Object],Peer review of performance,[object Object],Link LC to a LMS + collaborative tools?,[object Object],The relationship between live and recording,[object Object],Flipping/Vodcasting – viewing the lecture/ demonstration/worked example beforehand – makes the face-to-face interactions of the lecturer and student more productive (also covertly introduces ‘independent learning’),[object Object]
Integration – Sams and Bergmann,[object Object],http://mast.unco.edu/programs/vodcasting/,[object Object]
Integration dial-e designs (JISC),[object Object],“using digital video resources to actively engage learners”,[object Object],engagement,[object Object],knowledge,[object Object],reflection,[object Object],http://misc.jisc.ac.uk/JISC/framework.php,[object Object]
Input,[object Object],Evolution of the moving image?,[object Object],Sit back (film and TV),[object Object],Sit forward (internet video),[object Object],Stand up (social video),[object Object],[after Chris O’Hagan],[object Object],http://www.flickr.com/photos/daquellamanera/310344132/,[object Object]
Cone of learning ,[object Object],Warning!,[object Object],‘Folklore’,[object Object]
Is this the ‘best’ use of video?,[object Object],Focus on student rather than on teacher,[object Object],Student as co-creator of knowledge,[object Object],Video as process rather than on product,[object Object],“the demands of producing even a short video threw learners back on the subject … clarifying understandings through articulation and also increased confidence …. there's a production cost in terms of time and effort but I was surprised that wasn't higher.” [Grant Barclay],[object Object]
Input – process/culture,[object Object],Mass media culture: “As we move away from a mass media culture and into the era of crowd sourced content, the ability to produce quality content will become increasingly important.  We tend to teach yesterdays media, i.e. how to interpret the Novel, and how to write a good essay…. “ [Laurence Cuffe],[object Object],Is crowd sourced media a ,[object Object],‘disruptive’ technology? ,[object Object],Michael Wesch's,[object Object],"The Visions of Students Today" ,[object Object],2011 Remix One ,[object Object]
Getting ever more complex?,[object Object],Image,[object Object],+ Interactivity,[object Object],+ Integration,[object Object],Film strip/slide,[object Object],TV / VHS,[object Object],Desktop video,[object Object],Multimedia,[object Object],Web media,[object Object],Streaming,[object Object],Mobile video,[object Object],Social video,[object Object],+ Input,[object Object]
Or is it just about good pedagogy?,[object Object],e.g. Chickering & Gamson’s ‘7 Principles of Good Practice’ ,[object Object],Encourages contacts between students and faculty;,[object Object],Develops reciprocity and cooperation among students;,[object Object],Uses active learning techniques;,[object Object],Gives prompt feedback;,[object Object],Emphasises time on task;,[object Object],Communicates high expectations; and,[object Object],Respects diverse talents and ways of learning,[object Object],[Tim O'Riordan],[object Object]
Some questions,[object Object],How important is quality/glossiness? ‘Just good enough' will serve the purpose in terms of learning. [Lindsay Jordan],[object Object],The accessibility challenges and  benefits [Adam Warren],[object Object],What kinds of video will learners want to view on their mobile devices? Mini-lectures or personalised feedback [Adam Warren],[object Object],What type of criteria should we apply to student-generated video, and does the glossiness of the presentation have an undue influence on our assessment of its quality? Is poor audio a bit like poor spelling? [Adam Warren],[object Object],How do we engage with our academics in all this? [Ollie Furlong],[object Object],Additional to traditional modes of delivery or can video change the way courses are designed? [John Conway],[object Object],… are we at the ‘horseless carriage’ stage?  ,[object Object],http://www.flickr.com/photos/exfordy/4735918547/,[object Object]

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