Blog Reflection 4.4 Video

Video

 I think video is wonderful, however in a class situation, any video goes over differently than in a distance mode of study.  If using video as a tool to review or for research, one-on-one, this is great, but I would not be using large sections of video in my class.  The longest any video can be is 10 minutes and should be shorter - 3 - 4 minutes for any technical information.  Detail of content does not need to be compromised, the video is very short 'sound bytes'.  Our media fueled society has caused this.

While my son was away at an enrichment camp in year 5, he did some very cool iPad animation.  There was some specific kit (iPad tripod) that was used (STEAM funded) and they created their own learning stories about a science experiment.  I can't find the app today, I would need go and find the app again.  The quality of animation that was achieved was very good.  However, this field moves very quickly.  This would be a good example of learner generated content.  I would have enjoyed it if the camp had uploaded all of the animations onto a class wiki so that we could see what they all created.  The other point I want to make here is the iPad and Apple video is much easier than anything to do with Android OS or Windows OS.  Windows Movie Maker is OK as a tool and I have used it, but the iPad is king with anything to do with video or audio and adding that to a wiki.  This is because of the dreaded iTunes, which sometimes makes me want to cry, but what it does is it enforces a standard for all the parts and all of the different parts are fairly potable and readable.

iPad apps are also really engaging.  I have used a bird app which is as detailed as the most comprehensive bird identification book in the library, but also includes different photos, videos, recordings of the calls and an interactive feature using location and giving only birds that can be found in that location.  I used the bird app on iPads at a bush gardens walk which was instead of providing the reference books for children to lookup.  Far more engaging because we found we could call up the birds by playing the audio and we could find out more about some of the birds that we knew to be at the gardens, but they weren't showing themselves that day ;-) 

SAMR for using video learner-accessed vs learner generated

Context	Substitution	Augmentation	Modification	Redefinition
Learner-accessed	Students watch a video online and complete a list of reflective questions about the content of the video	Students watch an online video and complete an online quiz designed to test their understanding of the video.	Students use a bookmarking tool to watch a video online and add their comments about interactive questions and view comments made by other students.	Students view an online video and they pose questions via their own video to which other students can reply with their own video response.
Learner- generated	Students use video editing tool such as Movie Maker to record a short home movie showing a class engineering project that they have completed similar to making a presentation in front of class.  They play the movie to the class.	Students create the video with Movie Maker recording an interview about their project and they upload their movie to the class wiki.	Students create a video with Movie Maker and upload the movie to the class wiki.  Other students use a bookmarking tool to perform a peer evaluation of the movie.	Students share their short movie online in a global educational forum for that particular subject and receive video responses from other groups.

(SAMR template table adapted from Technology Is Learning)

Questions:

Have you used iPads in your lessons?

What's your favourite app?

What do you think about the wiki being the main place to share things with the families?