Reflection: Topic 4 - Embedded Task 2, Video media

Teaching Industrial Technologies and Design I feel strongly that video media is extremely beneficial for engaging students, and transfer of knowledge. Within my last practicum an overwhelming majority of students selected visual learning from my VARK learning style survey, a learning style I relate with.

 

I have embedded a video I created using Microsoft Expression Encoder Screen Capture available at Microsoft for free. This download also acquires Expression Encoder software for video editing purposes, with resultant file saved and embedded in .wmv format. This software as discussed in my video I found very easy to use, although my presentation certainly required polishing. A side benefit I found during this recording process is that of reflecting upon speech and content clarity, recording my presentation required greater consciousness of my communication.

Video is an extremely powerful media in drawing emotion from its audience, and an extremely effective media learning. Schwartz & Hartman (2007) state, video is the preferred media for learning technical skills. Noting explanatory overlay is critical to give understanding and meaning to processes, otherwise skills are simply imitated (Schwartz & Hartman, 2007). Upon reflection on my practicum no video stimulus was provided in any IT&D subjects, and I felt students were disengaged from drawing houses yet again. I searched for an attention grabbing media that would provide a strong motivational message to these Year 10 students, whilst relating with subject content and please the mentor teacher. I still think they would have enjoyed this clip, had it not been for technical failure. 

Students utilising video for assessment submission, with appropriate application, is evidence of climbing the SAMR model by Dr. Ruben Puentedura. Video media format in itself won’t produce transformation of learning. Just typing a written assessment out into PowerPoint and uploading as a movie is augmentation, still an enhancement to learning but not capitalising on ICT. I see the potential of video for students to submit design folio work at a redefinition level of such task. An example of this would see students demonstrate the sequential development of a screen recorded video. Students commence with a digitally created concept map, by following click ‘links’ to open folders such as research and design considerations evidence of student drawn images and narration to support concept ideas, along with other ICT links can all be recorded in a screen recording. Students then embed into a teacher authored blog and further discussion is extended with students in support of design aspects. This would engage students in Benjamin Blooms (1956) taxonomy at higher-order thinking of creation and evaluation thought processes. Additionally, students would be immersed in transformative learning whilst using ICT aligned with redefinition levels of SAMR.

Source: Giulia Forsythe

Video production must be considered carefully in regards to student identity and published material, hence the posting to a teacher authored blog for administrating purposes.  

References 

Puentedura, R. (2017) Impact of the SAMR model. Retrieved from  https://www.commonsensemedia.org

Schwartz, D. & Hartman, K. (2007) It is not television anymore: Designing digital video for learning and assessment. Retrieved 31 March 2017, from https://aaalab.stanford.edu/publications/