VIDEOS FOR LEARNING ICTs (including videos) should be implemented in teaching according to the Australian Institute for Teaching and School Leadership (AITSL) Standards (AITSL, 2014). The learning value of videos is highly dependent on how they are utilised. In order to promote higher-order thinking teachers should aim to reach the transformation levels of the SAMR model; Modification or Redefinition (Puentedura, 2006). There are so many free examples of educational videos. I have added a few maths examples at the end of this reflection for your viewing. Before I go too much further, please watch this video by teacher Bill Murphy and notice; - Students can use the song to recall the mathematical procedure. - How engaging the video is. - The collaboration between students and staff Video 1: 'Dividin' Fractions' (Murphy, 2014). This week we were presented with an article written by Schwartz and Hartman (2007), providing a "learning pie" to explain the use of video for learning (Figure 1). The "pie" categorises learning outcomes and goes on to provide learning targets, assessments types and video genres for each desired outcome (Schwartz and Hartman, 2007). The Schwartz and Hartman (2007) article does not provide a substantial discussion on the value of finding or creating videos as a learning activity. There is great value in learners finding and creating their own informative videos. This activity requires that students adopt high-level thinking strategies and is an example of videos used in the transformation levels of the SAMR model (Puentedura, 2006). In my video presentation in week 4 (here) I expressed some doubts over the time needed for students to make videos. However, recently I have found examples of simple and quick student videos. The example below goes for less than one minute. Video 2: Paper Slide Video demonstrating Input/Ouptut Tables (Oliphant, 2010). This was most likely made in a single lesson. Is this too simple? I think it depends on the desired outcome. If the video was aimed at gaining a deep understanding of one simple mathematical process, then it achieved its purpose. The activity required students reach each level in Bloom's Taxonomy: remembering, applying, analysing and evaluating the mathematical process as well as synthesing through their metaphor and the video creation itself (Anderson, et al. 2001; Bloom, 1956). Some learning outcomes would require a more in depth video creation. Although I feel teachers must ensure that the level of learning is proportional to the time spent. The video below was presented in our learning materials. It is an example of a huge amount of analysis, evaluation and creativity. It is a definite example of a "redefinition" level task based on the SAMR model (Puentedura, 2006). However, were this an assignment, the outcome would be that this student knows a lot about only one human organ. If a video such as this was to be created for learning human biology, the aim should be to create a video explaining an array of major organs (i.e. the digestive system). Video 3: The Secret of the Appendix (Bebee, 2015). So how should videos be used effectively? Let’s look at the Puentedura (2006) SAMR model. In the spirit of the week 4 content, I have made an image as well. CAN I PRACTICE WHAT I PREACH? Almost! Last week I posted a video of myself chatting about videos and the SAMR model. I wish I had saved it for this embedded task. However, talking to a camera and uploading to youtube wasn't a challenge, so it is good that I am required to make another! I installed "VideoPad Video Editor " and tried making a video. With my limited experience, there was not enough time to create an impressive video using this software. Nevertheless, I have had an attempt and learned what the software can do. To make this video I had to: - Research and install a free movie-making program - Learn how to import images into the software - Learn how to download youtube clips for inclusion in my own movie - Learn how to add text to my video (this was harder than it sounds!) - Learn how to overlay text, video and audio so that the you-tube clip was appropriately credited. - Learn how to save my new video as a MP4 - Learn how to open and export my video in VLC software to reduce it's file size - Learn how to upload my video to youtube for online accessibility and storage Videos can be made using smart phones, laptops, anything with a camera. They are stored on computers, hard drives or the internet. Online storage includes sites such as dropbox, googledrive or youtube. Youtube provides three privacy options; public (everyone can view), unlisted (you can only view it if you have the URL), or private (you have to log in as the author to view it). Videos can be embedded into websites and blogs. They can be shared on microblogs such as facebook, or the "old fashioned" way of handing over a thumb drive. Now that I know the basics, I wish I had time to present something more impressive: As per the AITSL Standards for Teaching section 4.5, Safety, legal and ethical considerations apply for video use. For example, videos with images or footage of students should not be shared publicly without parent and student consent. The authors of videos must be acknowledged and properly referenced. And teachers must consider the social implications of students creating or featuring in videos to avoid bullying or embarrassment.
Top Left: Algebra Basics: Solving Basic Equations Part 1 - Math Antics (Math Antics, 2015) Top Right: Trigonometric Ratios - SohCahToa (Alvarez, 2011) Bottom Left: Logarithms, Explained - Steve Kelly (Ted Ed, 2012) Bottom Right: How to Sketch a Graph (To the tune of Oasis Wonderwall) - VCE Maths Methods Music Video (Maths Methods, 2016) REFERENCE LIST: Alvarez, S. [Sergio Alvarez]. (2011, February 15) Trigonometric Ratios - SohCahToa [Video File]. Retrieved from https://www.youtube.com/watch?v=VRz2d5yedsg&feature=youtu.be Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon. Australian Institute for Teaching and School Leadership [AITSL]. (2014) Australian professional standards for teaching. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list? Bebee, P. [ABCScienceOnline]. (2015, June 23) The Secret of the Appendix [Video File]. Retrieved from https://www.youtube.com/watch?v=B9UIVtv5CSs&feature=youtu.be Bloom, B.S. (1956), Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Math Antics. [MathAntics]. (2015, May 22) Solving Basic Equations Part 1 - Math Antics [Video File]. Retrieved from https://www.youtube.com/watch?v=l3XzepN03KQ Maths Methods [MathsMethods.com.au]. (2016, January 18) How to Sketch a Graph (To the tune of Oasis Wonderwall) - VCE Maths Methods Music Video [Video File]. Retrieved from https://www.youtube.com/watch?v=7QH_qvFZZA0 Murphy, B. [Murph Math]. (2014, February 13). Dividin' Fractions [Video File]. Retrieved from https://www.youtube.com/watch?v=PCPst0eW2Jk Oliphant, J. [Joe Oliphant]. (2010, September 25). Paper slide video-Input/Output tables [Video File]. Retrieved from https://www.youtube.com/watch?v=DrHIQIieHnE Puentedura, R. (2006). Transformation, technology, and education [Blog post]. Retrieved from http://hippasus.com/resources/tte/. Schwartz, D. L., & Hartman, K. (2007). It is not television anymore: Designing digital video for learning and assessment. Video research in the learning sciences, 335-348, doi http://aaalab.stanford.edu/papers/Designed_Video_for_Learning.pdf TedEd. [Ted-Ed]. (2012, August 20) Logarithms, Explained - Steve Kelly [Video File]. Retrieved from https://www.youtube.com/watch?v=zzu2POfYv0Y
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