Teaching and Learning with Technology  Allyn and Bacon 2002 Video Technologies Chapter 10 Teaching and Learning with Technology

 Allyn and Bacon 2002 Video in Teaching and Learning Motion video, whether in traditional or digital format, can bring content to life. It can Bring distant, imaginary, or simulated places into the classroom Bring history to life Reinforce instruction Motion video can also Disengage learners Encourage passive learning

Teaching and Learning with Technology  Allyn and Bacon 2002 Traditional Video Technologies Broadcast Video Television images delivered via terrestrial and satellite equipment Programs are uplinked to satellite and then downlinked to receivers Commercial TV and educational TV (PBS) may offer useful educational programming Local learning channels (ITV) offer targeted educational programming for a district

Teaching and Learning with Technology  Allyn and Bacon 2002 Traditional Video Technologies Broadcast Video Programs are typically high-quality productions too expensive for a educational alone to produce The synchronous nature of TV can be difficult to use in the time-restrictive classroom setting Time limitations may be overcome by recording broadcasts if copyright permits

Teaching and Learning with Technology  Allyn and Bacon 2002 Traditional Video Technologies Narrowcast Video Video signals targeted to a specific audience Instructional Television Fixed Service (ITFS) is a terrestrial system via microwave from broadcast locations to schools Require line-of-sight to transmit which may not be possible in some districts Dedicated video network for a school system

Teaching and Learning with Technology  Allyn and Bacon 2002 Traditional Video Technologies Closed Circuit TV Once a television signal is received by a school, it may be distributed internally via CCTV Coaxial cable connects all school monitors to the school channel CCTV can also be used for sharing in-school video productions by students

Teaching and Learning with Technology  Allyn and Bacon 2002 Traditional Video Technologies Cablecast Video Cable TV companies typically offer a channel for schools or public use Cable may be connected to the schools CCTV system Quality cable television shows (CNN, Discovery, Learning Channel) can be easily incorporated into classroom instruction

Teaching and Learning with Technology  Allyn and Bacon 2002 Traditional Video Technologies Recorded Video Because it is asynchronous, this format is the format of choice for schools Video Cassette Recorders (VCRs) playback video recorded on VHS tape Tapes may prerecord programs that occurred at inconvenient times or may be commercially prepared Playback, copyright permitting, can be easily scheduled into classroom time

Teaching and Learning with Technology  Allyn and Bacon 2002 Traditional Video Technologies Recorded Video A single large monitor or multiple smaller monitors provide viewing from all parts of the classroom Many digital projectors can also accept VCR input for large group projection Camcorders can also record video images of class or instructional activities for later VCR playback

Teaching and Learning with Technology  Allyn and Bacon 2002 Traditional Video Technologies Video Discs Optical discs which can hold 30 minutes of analog recording on each side Require a video disc player attached to a monitor Allowed direct access to each frame of the video so short segments could be easily found and played Now mostly replaced by DVDs but many are still available in school media centers

Teaching and Learning with Technology  Allyn and Bacon 2002 Digital Video Technologies Digital Video Basics Digital video images allow for limitless editing Instructional annotation can be added to any frame Frames may be rearranged for better instructional emphasis Digital video can be added to many digital files (presentations, web sites, etc)

Teaching and Learning with Technology  Allyn and Bacon 2002 Digital Video Technologies Digital Video Basics Digital video can be taken with a digital video camera or can be converted from analog video Full motion digital video files are very large with 3 minutes of video requiring 1 gig of storage Video compression helps remedy the file size problem

Teaching and Learning with Technology  Allyn and Bacon 2002 Digital Video Technologies Digital Video Basics Compressed files require video compression playback software such as MS Media Player, Real Player, and Quick Time to decompress and playback video AVI, MPEG, and MOV are the most popular compression formats Check players to be sure which formats they can handle

Teaching and Learning with Technology  Allyn and Bacon 2002 Digital Video Technologies Digital Versatile Discs (DVDs) DVDs can store up to 10.5 gigabytes of digital video on each side DVD storage also allows for frame-by-frame play back in real or slow motion DVDs also offer direct access to any frame or sequence for targeted replay in the classroom DVD-Rs which allow recording on DVD are just entering the market

Teaching and Learning with Technology  Allyn and Bacon 2002 Digital Video Technologies Digital Video Capture Analog video can be converted to digital via a video capture expansion card External jacks on the card allow analog video input from VCR, cable, etc. Card captures, compresses, and stores the video on the computer’s hard drive Video editing software makes it possible to edit captured video

Teaching and Learning with Technology  Allyn and Bacon 2002 Digital Video Technologies Digital Video Cameras Capture and store moving images as digital files rather than on VHS tape Digital files can then be downloaded to computer and adjusted with editing software Video clips can then be played back on computer monitors or projected via displays Clips can also be inserted into presentations, , etc

Teaching and Learning with Technology  Allyn and Bacon 2002 Digital Video Technologies Digital Video Editing Video editing requires either dedicated hardware or software for a computer Editing hardware offers maximum editing capabilities but is expensive so it is usually used for class or business video production Editing software can run on a PC but it typically does not have high-end editing features such as special effects

Teaching and Learning with Technology  Allyn and Bacon 2002 Digital Video Technologies Compressed Video Systems (CVS) Live compressed video images are transmitted but the large files require significant bandwidth CVS are dedicated, often room-size systems that are designed to use high-speed, broadband phone lines leased for their use CVS include video cameras, monitors, microphones and codecs at all locations. CVSs offer real-time, interactive live video interaction to all locations with a CVS in place

Teaching and Learning with Technology  Allyn and Bacon 2002 Digital Video Technologies Internet Video Live compressed video images can also be transmitted across the Net Images are not as clear or steady as with a CVS Internet video broadcasts (webcasts) offer streaming video to shorten wait times With emerging compression technologies, interactive Net video will more useful for schools

Teaching and Learning with Technology  Allyn and Bacon 2002 Digital Video Technologies Live Cams Live cameras connected to computers logged into the Internet offer live digital video feeds Many live cams are focused on subjects of educational interest Students can view live cams by visiting the website that features the live cams images Some live cam sites are questionable so all must be carefully previewed before using

Teaching and Learning with Technology  Allyn and Bacon 2002 Digital Video Technologies Internet Meetings Live digital video across the Net can also be used for virtual meetings Meeting software may include not only video and audio, but also shared work space, a shared virtual electronic whiteboard, and chat Educators can adapt meeting software to let students interact and work collaboratively with their peers around the globe

Teaching and Learning with Technology  Allyn and Bacon 2002 Video in Teaching and Learning Videos are an invaluable teaching tool Video can alter time through slow-motion replays or time-lapse photography and by simulating historical or future events Video can alter space by visually transporting viewers to other locations But videos are not of equal quality so they must be fully reviewed and carefully evaluated before using them in the classroom

Teaching and Learning with Technology  Allyn and Bacon 2002 Video in Teaching and Learning Creating Videos Teacher-made and student-made videos can offer creative learning opportunities and result in useful instructional support materials When creating videos Storyboard to prepare for recording Use the full potential of motion Use time on image effectively Vary shots to maintain interest

Teaching and Learning with Technology  Allyn and Bacon 2002 Video in Teaching and Learning When editing videos Re-sequence images if necessary Add annotation, text frames, or special effects to enhance and clarify content Add credits Caveats when creating videos Remember parental permission is required when images of students are used in a video Be aware of district guidelines for video taping Copyright laws always apply

Teaching and Learning with Technology  Allyn and Bacon 2002 Video in Teaching and Learning Implementing Video Preview the entire video before showing it Prepare for showing by Checking equipment Checking the environment (lighting, sound, seating) for viewing Engage the learner Review concepts and discuss objectives Use a video study guide Be ready to pause the video for discussions

Teaching and Learning with Technology  Allyn and Bacon 2002 Video in Teaching and Learning Implementing Video Be aware of both factual and emotional content Anticipate possible student reactions Provide preliminary and post video discussion time Watch reactions Remember to follow Fair Use guidelines when showing video in class