Digital Tool 11: Digital Video

Digital Video

Digital video is simply a video composed of digital pictures captured through a video camera or a linked series of photographs. The use of videos as a learning tool is unlimited in today's classrooms in all aspects of learning. Video can be used as a 'hook' to engage the learners or to introduce a new topic or unit; older videos or 'home movies' can be used as a research tool for investigating historical information; videos can be made by students as an assessment tool; videos can record experiments or interviews for later analysis, their use depends on the learning framework set up by the teacher. Video is a social learning tool because even though it may be set up to record a 'specific' event it can not help but record the social aspect of clothing, language, culture, communication and social generation, as it was or is at the time of the recording. The below youtube vision is of the Great Pacific Garbage Patch (note the American use of vocabulary).

As a teacher you could not explain these images without the vision. As a teacher you could use this video in so many ways. I recently used it in a SOSE unit plan as a 'hook' to help students understand their personal link between dropping a water bottle down a drain and the consequences on a global level.

Visual aids and visual images are an important part of 'effective teaching' in today's classroom. Visual support in lessons enhances the learning experience for all students, particularly those who strengths lay in the visual learner area. It is also an effective tool for students with 'hearing impairment' as it opens up a world outside of the classroom. They can watch video images and interpret the information for themselves, relate it to their understanding and knowledge. Can you imagine trying to use sign language to 'engage' a Deaf student in class when using only 'text'. As a teacher imagine reading 'Avatar' to a class of deaf students, through an interpreter, and then let them watch the video (with subtitles) and the impact would be entirely different.

A culture of change is also upon us with so many people now 'recording' everyday happenings on their mobile phone or i-pods or video cameras and uploading this to youtube or blogs. A school yard fight was once handled in school, now it can become a major court case because of video evidence. An off the cuff comment (socially inappropriate) said, could be accidentally recorded and there could be resulting consequences. Digital video is changing the way we learn and the way we look at ourselves in society. As a teaching tool it certainly is effective, however with all teaching there is always the 'social responsibility' side that needs to be taught alongside its appropriate use.

PLUS

1. Where do I start??? There are so many arguments for its inclusion in effective teaching.
2. A visual aid for all students.
3. Provides vision that can be interpreted into individuals 'social' knowledge or understanding.
4. Used as a 'hook' or engagement tool - it is extremely effective.
5. Provides visions from around the world - as it is happening, and brings them into the classroom.
6. Can be used as an effective 'assessment' tool.
7. Helps to record and review social and cultural history as well as the main message of the vision.
8. Limited only to the 'effective teaching' it is to support. Unlimited to the teachers imagination or implementation into the lessons.
9. Engages the majority of learners regardless of age, social or cultural diversity.

MINUS

1. Must be used appropriately in 'effective' learning with cultural considerations to students and the community. (Not that this is a minus - more of a scaffolding consideration).
2. Research can take time to find the most 'effective clip' for the learning journey.

INTERESTING IMPROVE IMPLEMENT

As I work with a hearing impaired student, visuals are a large part of our lesson and learning experience. It is used to introduce a lesson or unit, to support it by consistent reviewing, and for review when introducing new knowledge to link to. Videos can be used by students to share life experiences and it allows them to view and understand diverse aspects of history, cultures from around the world, other peoples opinions and views. It also allows them to record their own views and opinions, and share their knowledge by recording it as an assessment piece or share their understanding of a concept.

Vision is a powerful too. Digital vision is a powerful learning tool. In contrast to the above youtube link, I also showed the students this amazing vision. Although the sound quality is not fantastic, they were amazed at what they were watching. There are visions here that one would love to see in a lifetime and with the benefit of digital video we can watch it in our classroom again and again. We can discuss it, research it, review it and just keep admiring it.

On previous blogs I have discussed the issue of 'time consumption' when learning or researching these digital tools for use in the classroom. With digital video however, the major time factor is getting lost in all the information and videos that are out there, and that are suitable and appropriate for use in the class. Again, this is where curriculum exchange with other teachers and sharing of ideas and resources can cut down on that time. The problem is though, once you start looking at youtube videos, they market it well so that they give you options of ones with similar content, so you could be there all day.

The best benefit of digital video is that regardless of age, it delivers a message, and the individual gets to interpret that message to their social and cultural prior knowledge. This is what 'effective teaching' is all about.

WHAT I THINK

I love digital video. I use it daily, and although it can take time to sort through the stuff I don't want, once I am on the right track, it is inspiring. Sharing it with students and watching and sharing their reactions and emotions and responses to the 'appropriate' videos, well that is just what teaching is all about!!!!

How I am using youtube in the school

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I use Auslan to communicate with my hearing impaired student in school. I am useing peer to peer support to teach the whole school (800 students) the Australian National Anthem - Advance Australia Fair in Auslan. With this youtube link, I show the students how 'easy' it is to learn the signs required for Auslan and Advance Australia Fair. I also use this link as a reference for showing them how some Auslan signs are used 'in context' with the user and in this case the learner. As the students are primary school level and as we are in a different part of Australia than where this video was taken (think of this as an accent or jargon) some Auslan signs are different. Each week, two students from each class come to a lesson (in their lunch break) and we practice the Anthem. Those students then return to their class and during the week they teach their peers in their class at appropriate times (lining up for parade, waiting for teacher, teacher is talking to a parent). They also must teach their teacher!! The response has been incredible and I have had to go beyond this youtube video to keep the students engaged in learning. We have been comparing the difference between ASL (American Sign Language) and Auslan (Australian Sign Language), and the students are applying their new knowledge by interpreting the next youtube link (below) from ASL to Auslan. The group that I work with once a week would like to be able to sign "I gotta feeling" from Black Eyed Peas for the school talent show next term. They are researching the new Auslan signs they need to know, and have taken ownership of their own learning.

This clip just makes you want to get up and dance. The music has inspired the students, and they can start to understand the culture of the Deaf Community, and appreciate what it may be like to be hearing impaired. This has inspired them to learn more Auslan signs, and by using music to do this I have linked into their prior knowledge and their own social environment. The benefits of this have been fantastic as as I walk around the school, the students use Auslan to communicate with me, and also with the hearing impaired student I work with. She just absolutely loves the fact that so many more students are now using Auslan and can communicate with her. Even the simple fact of signing their name to her is wonderful and it is really breaking down the communication barriers within our school.

Movie Maker - Cavoodle In The Kitchen

This is my attempt at "Thinking Outside The Box".

This movie was my attempt to engage students into a tactile activity. I would use this movie to encourage students with disabilities - particularly those that I profiled in an earlier blog, to do a number of activities and investigations. By modelling the activity from a dogs point of view, I have removed the teaching focus from the teacher. I would use this movie in a number of different ways to engage the students. They would include but are not limited to:

1. Writing up a 'method' for cooking the muffins.
2. List of things that you can and can't do in a kitchen. Cooking Rules.
3. List important factors when cooking muffins. (A.S.D. students like making lists)
4. Investigate what dogs really do and don't eat.
5. Investigate and research different muffin recipes.
6. Investigate and research where muffins came from (country of origin).
7. Investigate and research other products that can be made from a box.
8. Investigate and research the breed of dog.
9. Investigate and research tricks that dogs can be taught.
10. Use as a model for cooking muffins.
11. Investigate the ingredients on a box and relate this to what is in the pantry.

The list could be unlimited but would be determined by the students interest and prior knowledge. In this case, as these students tested high in the self-interest area of learning, I would link this to their pets and encourage them to take photos in a similar style with their pet doing something 'different' and make a movie from it.

My Podcast

My Podcast (Podomatic)

After trying a few different variations of websites that offered 'free' podcasts, I kept having a few issues with downloading the audio. Eventually I used podcast but had to download Audacity and LAME onto my computer to be able to convert the audio to mP3. This then enabled me to upload my pod to the website. I am still having some issues with the hyperlink from my blog to podomatic website, however with all the other hurdles that I have overcome just to do this pod, to me this is not a big issue. If the below hyperlink does not work, then please go to the podomatic website and type 'anikay' into the search directory. This is the link to the webpage

http://www.podomatic.com/directory

This is the link to my podcast on podomatic.

http://anikay.podomatic.com/entry/2010-08-19T06_44_07-07_00

This podcast was finished after I had written the PMI in a previous blog, as I was having problems getting everything set up. Even though it did take a few hours to get it done, I can see that the next time I add an extra episode to my series it will be quicker. I chose to do a podcast on a Mem Fox book "Shoes From Grandpa". If I was teaching a Prep to Year Three class, I would continue the series of books and use this as a tool in Literacy, SOSE and Science.

Digital Tool 3 Podcasting

Digital Tool 3 Podcasting

A podcast is a digital audio or video file that follows a series or theme in short episodes. ‘Pod’ stands for Playable on Demand. The term is modified and marketed by the Apple Computer Company for its products including iPod and iPod Touch. Podcasts are generally downloaded in a ‘subscription’ type format, and the one I am most familiar with is through iTunes, because I have an iPod. Although podcasts generally are an audio file, marketers have used the video and therefore visual aspect to tap into a market of listeners and viewers. A search of podcasts has revealed a library of enormous diversity of information. Because of the diversity of information, and its apparent ease to upload individual podcasts, it is an ideal tool for educational purposes. On most podcast sites there is a specific category in search facility for 'education'. There is also specific websites dedicated to education podcasts. According to Huann and Thong in their article "Audioblogging and Podcasting in Education" (http://edublog.net/astinus/mt/files/docs/Literature%20Review%20on%20audioblogging%20and%20podcasting.pdf ) audioblogging and podcasting is an extension of Vygotsky's constructivist theory on 'social interactions', they state "Social construction of knowledge and meaning making can take place when students interact with the artifacts placed in this social plane." (p5)

In an educational setting of a classroom, podcasts can be used both by teachers (as research tools, a hook, to develop literacy, as an assessment outcome, as a a form of recording an inquiry investigation, tutorials, feedback) and students (research tools, reviewing information/tutorials anywhere anytime, forums) to enhance the development of student/teacher interaction in scaffolding learning experiences for the students. Again, like other forms of ICT discussed in this blog, the time factor of setting up or researching podcasts for use in the classroom would be a factor in the teachers response to 'embracing' this digital tool, however once done, this is something that can be re-used or shared across the year level.

PLUS

1. Access to information from around the globe.
2. Unlimited access once a podcast has uploaded. Can be replayed or reviewed.
3. Availability 24 hours a day.
4. Easily accessible.
5. Can also have visual as well as audio content.
6. Only limited to imagination as to what information is recorded for what purpose and audience. Can be one podcast for one audience member, or one podcast for use as a lesson hook across a state wide curriculum, and then reviewed across the world. (eg Mrs Abernathy's class podcast on iTunes)
7. Can be used across educational spectrum and skills can be adapted for 'lifelong learning' into worklife for business purposes.
8. Can be used as an 'assessment' tool for educational purposes.

MINUS

1. Difficulties in setting up an original account. (Time factor; software etc)
2. Requires a form of portable media player (mp3; iPod) to access the information.
3. Limited to specific language (unless translated).
4. Time factor in setting up podcast account, then updating.
5. Time factor in searching for specific suitable content.

IMPROVE INTERESTING IMPLEMENT

In my Learning Management assignments, I have used 'podcasts' as an area of information for students to 'research' new information and 'review' different opinions and points of view,and also as a form of 'assessment' as an outcome for an inquiry. For younger students, I would use podcasts as a form of information review by downloading stories that can be listened to repeatedly at their own pace. This would work parrallel with books that are currently being used in the classroom, for example on a cross-curricular theme. For middle years students, I would use podcasts as a research tool for information across a Unit plan, and also as an assessment tool where the students develop their knowledge in a unit then make their own 'podcast' to demonstrate their knowledge. For older students, high school and university, I would use podcasts, not only as outlined above but also as a form of tutorial tool which can be repeatedly accessed but also as a form of review and feedback on lessons and learning.

As stated earlier, Podcasts are only limited to the publisher imagination and their intent as an 'educational tool'.

WHAT I THINK

As I am writing this, I am also trying to upload a podcast. It has taken hours and I still can not figure out what I am doing wrong, and what other options I have. This is very frustrating!!! My idea for my podcast is to record a series of Mem Fox books for younger students to listen to, then use their imagination to draw the images that they see in their head (apply social knowledge). Then use one of the books to do a re-tell and use the story line to put their knowledge into the book. For example "Shoes from Grandpa" would be an interesting twist if the student had a different cultural background as the clothing in the book would be different, or "Possum Magic" may be adapted using one of their pets.

I think that podcasts are definately a way of the future for learning, particularly as it is a form of building social knowledge which is consistent with the current 'effective teaching' strategies. Like all 'tools' it takes time to build the skills and research the information before it becomes an integrated tool in the classroom and one which is used across the curriculum and the year level. But sometimes it only takes one teacher to get the ball rolling, or in this case podcasting.....

Digital Tools 2: Images

Visual images and visual learning are a significant part of effective teaching and learning in today’s classroom. Whether we present an image as a visual stimulant or whether we use auditory cues for students to interpret and re-create an image, visual images are still dependent on social and cultural understandings and interpretations.
Because visual images are a powerful tool too many or too much may be over stimulating for certain learners, particularly some Autistic students, or may cause distraction for learners as they are mesmerized by the images. To others the images may represent a social or cultural experience which is significant or which they want to learn more. Images can be a catalyst for understanding or a tool for engaging, it depends on how the teacher or Learner Manager chooses to use the tool.



This is a photo that I took of Ned Kelly's Armour. The photo was taken at the Library of Victoria in Melbourne. I have re-sized the photo using MobaPhoto before uploading it to the blog. Prior to doing this, I tried to upload the full photo but it was taking a long time, so I stopped it. I resized the photo using MobaPhoto which only took a few minutes then downloaded it onto the blog.


The photo itself could be used 'educationally' for any number of purposes in a classroom. The image itself could be used to introduce a unit on Ned Kelly, or Australian Bushrangers, or even an investigation into armour. It could also be used as a stimulation for students to write a story or journal entry "When I was a bushranger" or "The bushranger next door". Many and varied suggestions come to mind with this image. Even, for photography students, "How to take good holiday photos!". There are other images similar to this that I found using Google Images, and they would also be suitable for a similar use.

This is a photo that I took of Australia playing cricket at the Melbourne Cricket Ground in a one day test match against Pakistan. Again, this image, like any other is limitless in its application to use as a teaching tool. Even though it is just one image it could be used to indicate field placings on a cricket team; it could start a discussion regarding advertising in sport; horticulture students may be interested in the cross cut of the pitch and the field; maths students may be interested in the seating plan, trying to locate a person in the crowd. The image may again, similar to the Ned Kelly Armour be used as a prompt or started for writing a story or narrative for students of any age. In this instance it may engage students particularly interested in sport.

PLUS:

1. Images impact on emotion that is why we use them as a learning tool. It inspires students to take action or to do something. (In this instance - writing).
2. Images have different significance to different people, the same way that knowledge is built, so is the interpretation of images.
3. Images can be used as a 'hook' for a unit; or simply as a stimulus for discussion.
4. Images aren't just about what is seen, it is sometimes what isn't seen, and what the image represents that is the stimulus.
5. Different images can be used for different age groups. Single images for Prep students, Van Gough pictures for upper primary.
6. Images can be photos, art, drawings, video clips, anything visual that is used as a stimulant for learning.
7. Students can use images or photos as a form of displaying their understanding of knowledge through drawings, powerpoints, photos, along with written words or verbal information. This is an effective assessment tool.
8. Images can be used to maintain the focus or point of a lesson.

MINUS:

1. Cultural sensitivity may need to be adhered to with some images.
2. Overstimulation of senses may be stressful for some students including ASD or Autistic Students.
3. Some images may have different meanings indifferent cultures, so the teacher must place the image in the right context using verbal communication as well.
4. Images are emotional, so a teacher must be aware of this when prompting students to interact on a personal level with a partiuclar image or photo.
5. There are particular guidelines relating to use of photos or images on the internet. Whilst this is not particularly a minus, I have included it here as a reminder of responsibilities as teachers.

Interesting Improve Implement

Images are a strong emotional stimulant and their use in a classroom, particularly for younger and hearing impaired students should not be overlooked. One way to discover how powerful and diverse images are to students is to read them a story they have never heard before, without showing them the pictures. Have the students draw their own pictures or images. Then show the students the pictures in the book, and have them look at their own images they have drawn. This is an effective form of discovering 'prior knowledge' in younger students.

In this digital age, images are an important part of assessment in the form of powerpoint presentation and video recording of experiments or investigations. It not only helps the students to understand what they are learning and experiencing but helps to guide them to outcomes of lessons and learning. Visual images are everywhere for students from advertisements to musicclips to photos taken with phones and photos cropped to cut out friends. Images are a powerful tool, and as a teacher and Learner Manger we need to ensure that we choose the right images to engage and not enrage our students.

WHAT I THINK:

I love images in any form. I think they are a fantastic tool, and used the right way in the right context can stimulate students in one form or another. I use images as a teaching tool everyday, and it is fantastic to see students respond. As a teacher, I can use my words to tell about the blue oceans and the golden sands around Africa and the green strip which is the Nile, but to show students this image on an Interactive White Board is another understanding of the world altogether. Have a look for your self at Blue Beauty. http://www.youtube.com/watch?v=-g8KtFCiBDU

RSS Feeds

RSS FEED

RSS feeder or RSS aggregator or RSS feeds are different names for the same style of web feed format. RSS stands for Really Simple Syndication. This all relates to the concept of following numerous different web pages on the internet. Information on the internet through the World Wide Web is constantly updated, changed or modified sometimes quite quickly and in the case of news items it can change any number of times over a twenty four hour period. There are two anomalies that impact what information is put onto the internet. The first is the time factor. As the web operates in different countries in different time zones all over the world, there is no specific time that information is placed on the web. The second is that because the information put on the web is put on by people who chose when where and what to update or alter or report on, viewers are at the mercy of people reporting. Other factors include nature (natural disasters); seasons (seasonal sport, weather); politics (events happening in your own or different countries) and human behaviour (murders, missing person, car accidents).
Unlike television or radio where you are updated with news and weather of a particular channel, at a particular time (and watch items that they choose for you), with the internet you get to choose your feeds particular to your needs or interests. With an RSS feed, you have access to all this information on one web page at the same time, and can quickly see when and where updates are occurring.
Currently I am using Google reader as my blog is on BlogSpot with Google. However, I have seen other interesting RSS feeders and one that I quite like is called http://www.pageflakes.com/ it has weather, news, face book, twitter, calendar, email, and a ‘to do list’ amongst other features all on the one page. I would recommend pageflakes to social butterflies who want to ‘keep up to date’ socially whilst studying. I would recommend google.com/reader to anyone trying to follow and comment on blogs from others who are also studying Managing E-Learning. More general information can be found at http://en.wikipedia.org/wiki/RSS .