As the course outline in moodle suggests that “outcomes of student video production include affective, metacognitive, higher order thinking, communication and presentation, literacy, organisational and teamwork and moviemaking skill development” (Fasso, 2011, para. 31), I completely agree. It has been an amazing learning journey for me to realise that school isn’t a contrived, rigid structure, it is flexible and versatile when ICTs are involved. I nearly want to go back myself and in some way I will be. I personally was totally immersed in making my own digital video. This tool is extremely engaging and combines the elements of image and audio in one powerful digital tool.
A recent study by Kearney & Schuck (2004) illustrated the impact that digital video had on K-12 learners. The research suggested that students were active learners while creating digital videos for learning which in turn increased motivation, facilitated autonomous work ethic and produced authentic ideas. Students could take ownership of their work and this process saw changes in students’ attitudes and perceptions towards learning, dimension 1 of the instructional framework Dimensions of Learning constructed by Marzano & Pickering (1997), which suggest that all students have a right to a quality education regardless of background. Digital video and technology literacy supports this theory.
In my own teaching context I will use pedagogical designs that will develop learning through the learning theories: Behaviourism; being able to experience working with cameras, sound mixing and editing equipment to become fluent with the actual technology; Cognitivism; developing student schemas and declarative knowledge to encompass what camera shots to use for different types of contexts; Constructivism; allowing students to experience making their own movies whether they be sequences for a news story or interview based for a documentary; Connectivism; providing opportunities for students to connect to the web and seek other digital videos that can give them inspiration for their own digital video design.
I will incorporate a range of digital videos used at the start of the lesson to identify key camera and sound techniques and to spark discussion and debate on what ethical protocols we should practice to insure safe and legal digital video environments. Digital video encourages students to take risks, gain time management skills, connect with experts for interviews, collaborate in a team environment, enhance metacognitive skills and most importantly allow students to engage with new literacies in order “to prepare learners, citizens, and a workforce that is capable of taking up new technologies so as to support social development and improve economic productivity” (UNESCO, 2008, p. 6).
Digital video prepares generations for a media-rich culture and the video circular design on page 7 of the ‘It is not television anymore” article (Hartman & Schwartz n.d), assists with all the learning outcomes associated with digital video design and how they can be implemented and useful in the classroom. The four learning outcomes are seeing, saying, doing and engaging with designed video. These learning tools give students room to think independently rather than be told by a book or teacher what to write. I will use the engagement learning concept within video to trigger healthy debates and discussions at the start of the lesson.
When I was studying at university, we made documentaries and video sequences. I remember each video construction assignment and what the learning outcomes where for each. However, I would never remember the learning outcomes of essays that I have written and stored away on a memory stick somewhere. This concept is in essence the Dimension of Learning 1, attitudes and perceptions towards learning and Dimension of Learning 5, habits of mind (Marzano & Pickering, 1997). I hold pride in my videos and ownership of an authentic piece of work and due to this self-esteem and attitude toward my work, I retained my best marks and it was a habit to want to do well and think at a complex level in the subject of creating digital videos.
Also, I notice that throughout my schooling, especially university, I focused heavily on the assignments and the grades. That is still important, but ICTs has allowed me to think outside the box in how students now learn for life not tests. I would have loved to have been taught like this in my schooling years.
References
De Bono, E. (1992). Edward de Bono's Six Thinking Hats. Retrieved from
Fasso, W. (2011). Group 2 technologies. Retrieved
5 April 2011 from: CQ University e-courses, EDED 20491, ICT’s for Learning and Design, http://moodle.cqu.edu.au/mod/resource/view.php?id=163850
Hartman, K., & Schwartz, D.L. (n.d). It is not television anymore: designing digital
video for learning and assessment. Retrieved 5 April 2011 from:
learning across the school curriculum with student generated video. Retrieved
5 April 2011 from:
Marzano, R.J., & Pickering, D.J. (1997). Dimensions of Learning: teacher’s manual
(2nd ed.). Colorado , America
United Nations Educational Scientific and Cultural Organization (2008). ICT
competency standards for teachers: competency standards modules. Retrieved 5 April 2011 from: http://unesdoc.unesco.org/images/0015/001562/156207e.pdf
Hey Nadine, that gave me the hebbie-gebbies just looking at it. That was great! B
ReplyDelete