For assessment task two, I have chosen to further explore video as a media tool for developing high level pedagogy in the classroom. Some of the reasons I have chosen video as opposed to audio files or imagery are found here, in a former introductory post. To further justify my selection, I will explore the functionality of creating videos for learning and the positive impact this process can have on students. I will explore how the use of videos in the classroom can align with each level of the SAMR model and give examples of how the use of this technology can be of benefit in my teaching units, senior biology and health education. The legal, ethical and safety considerations will also be discussed with regards to protecting the privacy of students.
Creating & Editing
There are a variety of ways students can create digital video to document their learning experiences or meet the assessment criteria for assessments. In most cases, these means are right at their fingertips, literally. Students these days almost always carry a smartphone, tablet or apple device of some description, and these are perfect for capturing short, simple and sufficient media files. The additional apps that can be downloaded will assist students during the editing and publishing phases, even those with minimal IT skills (like me). Educational Learning and Technology provides a great review of what they suggest to be the standout applications easily accessible for students to download and begin creating. Further to that, there are endless step-by-step guides on how to create a media presentation, and even videos on how to make videos or animations like that of below.
The Power of Video
Impact on creators
Students learn in different ways, they each have their own complex system of thinking and learning (Lutz, 2011). The planning, interaction and presentation of media within the classroom environment not only enriches their learning but also enhances their interpersonal relationships. Lutz (2011) states "when students present information in a socially and emotionally safe climate, students attend to their learning with a higher degree of accuracy, retention, and confidence".
Having students create a video rather than write a scientific report for example, not only appeals them greatly but engages them in their own learning, gives them a deeper understanding of the course content and utilises their high order thinking skills.
The Power of Video
Impact on viewers
The impact videos have on viewers (and therefore learners) can be demonstrated quite simply by comparing a variety of digital tools. Full credit for this video presentation goes to my dear paramedic companion, Chris Holmes, who for one of his post-graduate assessments had to interview a work colleague on "how they got where they are, and where they want to be going". He chose me. I have utilised my own editing skills by dissecting this video to create an image slideshow and audio file. I ask you to look, listen and view the content below (in that order). We'll discuss the effect after each step.
STEP ONE: Photo Slideshow
What have the images communicated to you? Have they captured a moment in time, an event or an emotion? Drawing upon what you have seen, what have you learnt about me? What is my story?
STEP TWO: Audio File
Combining the images and audio file, where are you sitting with my story now? What has the audio file added to your learning? Do you have a clear understanding of my experience?
STEP THREE: Movie
Now that the images and audio have combined into a video presentation, do you have a clear understanding of my experience? Do you feel the emotion? Will you remember my story? I hope you have answered yes, quite simply, that is the power of media.
Authors & Privacy
Students can plan, edit and create their own individual media files, or collaborate as a group. Ultimately, one author is responsible for publishing the media file and acknowledgement to group members would be required. The Department of Education and Training manage the personal information of students in accordance with the Information Privacy Act 2009. The teacher or facilitator supervising the creation of media files, especially those that involve or identify students, must have written permission from parents or guardians prior to the film being produced. This is usually done during enrolment, when a privacy agreement is signed. Publishing the work of students to an online source such as YouTube, or sharing the file on a classroom website would require additional permissions.
SAMR & Media
There are a variety of ways I as an educator could use media at each level of SAMR in my teaching units, Senior Biology and Health Education. This term in health, we are exploring human body systems, their functions, common conditions associated and clinical presentations of disease. Instead of having my students create and design a poster demonstrating these critical aspects of anatomy and physiology, the class could be asked to form small groups and create a media presentation on a nominated body system. This presentation could then be uploaded to the class web space and the learning shared with their peers. There are great examples of simple presentations and the more advanced creations, which students have uploaded to YouTube to share their learning.
Legal, Ethical & Safety Considerations
There are legal, ethical and safety considerations to take into account when using media as a learning tool. The classroom educator must approve the content of the presentation prior to it being shared or published on classroom webpages or YouTube. Special permissions may need to be sought if the media file is to be publicly shared, especially if the content reveals the identity of its creators. If the comments function has been enabled on presentations published, the teacher must ensure peer feedback is constructive, positive and relevant, and ensure cyber-bullying is not occurring.
Teachers that choose to use film or audio-visual materials in their classroom must first determine who owns the copyright. In most cases, as the film is being communicated for educational purposes, infringement exceptions are in place. More information regarding the fair and flexible dealing of film and media in the classroom can be found here.
National Copyright Unit, (2016). 2.25 Film, video/DVD. Retrieved 29 March, 2017, from http://www.smartcopying.edu.au/copyright-guidelines/what-can-i-copy-communicate-/2-5-film-video-dvd
The State of Queensland (Department of Education and Training), (2017). Using communication technologies. Retrieved 28 March, 2017, from http://education.qld.gov.au/actsmartbesafe/students/technology/using-ct.html
Lutz, D. (2011). Multi-modal learning strategies for all students. Retrieved 21 March, 2017 from http://www.seenmagazine.us/Articles/Article-Detail/articleid/1663/multi-modal-learning-strategies-for-all-students