Video Learning in the Classroom

Recent literature emphasizes the importance of viewing teachers as agents in knowledge-building practice. This study aimed to develop preservice language teachers' epistemic agency in creating their language teaching resources through a double stimulation design using video-based learning modules. The study was conducted in a secondary language teacher education program in an Australian university. The first phase of the design presented a problem in language teaching, such as how to create resources for teaching Chinese characters, as the first stimulus. The second stimuli included a short video-clip containing an experienced teachers' teaching demonstration as a resolution to the problem , group discussions, and discussion worksheets, which supported the participants to develop their own resolution to the problem in their lesson plans for teaching Chinese. The data included an initial survey results, audio-recorded group discussions, discussion worksheets, and assignment analysis. Based on the conflict of motives revealed in the initial survey, the dialogic analysis of the group discussion and content analysis of the assignment revealed the development of their epistemic agency in forming and transforming the object of learning. The findings revealed that the double stimulation design and collaborative discussions enhanced preservice teachers' epistemic agency in creating new ideas and language teaching resources. Crown

Video games are increasingly becoming an important media today, despite the light connota-tion of its initial categorization. Today they are an industry that produces billions of dollars and employs engineers and artists alike in an art form spanning interactive games, to virtual socie-ties where millions of people dwell. However, like all human products, our same fears, flaws and xenophobia show in the games, with the reflection of hatred, racism and stereotypes that are our everyday experience. Also, because of the influence of other media, like television, with misrepresentations of blacks, Latinos and other races, or the objectification of women are pre-sent in video games. The significant thing found researching for this assignment is that most of those who use these games are themselves part of minorities or races that are not exactly white Americans. Abuse of the frustrations and desires of the user, handling codes and the system an-swers of gamers to maintain the player engagement, has more resemblance to the use of illegal drugs than with art, but however, the complexity of the design, stories and global assessment, have led to other considerations by experts. Competing in the games could be considered as having more of escapism that the reality of engaging, but all human beings are expected in their tribes to compete and demonstrate their value as a member while complying with social norms or expectations. Same as satisfying or surrender to corporate or group interests. Here are some thoughts for the purpose of this study.

Since the mid-twentieth century, instructional technologies and educational media in social work education have undergone significant development with the goals of improving learning and performance and enhancing access. This growth has been marked by technical advances in hardware and by innovations in media, or "soft" formats. Current distance education and web-based instructional programs allow for the enrichment of onsite instructional activities as well as open possibilities for the ever-expanding outreach of social work educational programs. The paper describes the evolution of instructional technology and media in social work while reviewing the historical contributions of eight pioneering schools.

 Giriş
 Yöntem
 Ters Yüz Öğrenme
 Ters Yüz Öğrenme ve Etkileşimli Videolar
 Ters Yüz Öğrenme için Kullanılabilecek Platformlar
 Bir Ters Yüz Öğrenme Yönetim Sistemi: Edpuzzle
 Ters Yüz Öğrenme ile Programlama Öğretimi Pilot Çalışması
 Tartışma, Sonuç ve Öneriler
 Kaynakça

This episode identifies different types of online resources including scholarly material available online through libraries, and highlights copyright considerations for using existing material from the Internet in your teaching. It also discusses the benefits of Open Educational Resources (OER), where teachers can freely access and contribute to a wide range of learning and teaching resources from institutions around the world.

Although, videos for teaching and learning have been established for many years, transferring of knowledge has changed tremendously within the past decade. Students increasingly consume learning content via videos. In this context, the triumph of YouTube in becoming a main source for learning is astonishing. In combination with an increasing use of online courses, videos however, also need to be focused from a didactical perspective. This fact is one out of a couple of interesting results from 2018's survey amongst first-year students of Graz University of Technology. This survey focuses on the student's IT preferences and competence; it has been executed annually since 2007. Based on more than 9500 datasets, this long-term survey records changes in ownership of students' IT equipment, IT driven communicative behavior, and use of apps as well as social media services over a period of twelve years. One further remarkable result is the very clear rejection of Facebook. Currently, even SMS is more frequently used than Facebook. Thus, it can be stated that Facebook is no longer a major platform for first-year students.

This paper presents an evaluation case study that describes the experiences of 15 students and 2 teachers using a video-based learning environment, DiViDU, to facilitate students' daily reflection activities in a composition course and a ballet course. To support dance students' reflection processes streaming video was applied as follows: video editing and viewing for facilitating students in describing their practice; writing online self-assessments about the experiences captured on video to support students in evaluating their practice; online peer-feedback activities concerning the recorded practice for facilitating students in learning from multiple perspectives. In the composition course eight students reflected on their choreographic work, which was performed by their peer students. In the ballet course seven students reflected on themselves practicing the ballet technique. Data about the streaming video facilitation were collected after the completion of the reflection assignments using semi-structured interviews. The results revealed that students in both courses considered steaming video as effective for carrying out self-evaluations. The usefulness of video and online peer-feedback for other reflection processes differed among the courses in students' view. The teachers considered streaming video generally useful for all the reflection processes of their students; however they also indicated some shortcomings.

La sociedad en general y el mundo educativo en particular están cambiando. Los medios y los canales por los que nos informamos y aprendemos, han pasado de ser unos a ser otros. Las Tecnologías de la Información y la Comunicación (TIC) y más concretamente la red de redes que es Internet, han ori-ginado una serie de cambios que repercuten de forma muy directa en el aprendizaje, en la generación de conocimiento. Personas jóvenes y no tan jóvenes, ya no utilizan los medios clásicos (televisión, prensa escrita, radio, libros y enciclopedias, etc.) ni para obtener información ni para entretenerse. Ni tan siquiera buscadores como Google en Internet se utilizan ya en muchos casos para la búsqueda de información. En la actualidad, el uso y consumo de vídeos en canales y herramientas como Youtube, Whatsapp, Vimeo y otros, están sustituyendo a los canales y medios clásicos de informarse y aprender (Tan, 2013). Con el fin de comprobar que este cambio se está produciendo y que vídeos cortos pueden ayudar a mejorar el aprendizaje si se usan a modo de introducción motivadora, se lleva a cabo esta investigación. En ella, sin renunciar a métodos clásicos de aprendizaje, hemos visto de qué manera la introducción de la clase de alumnado universitario, mejora y predispone hacia un mejor aprendizaje si se realiza con el visionado, comentario y reflexión de pequeños vídeos, frente a otro tipo de introduc-ciones que no recurren a vídeos o sin introducción alguna. Quisimos ver en que grado el aprendizaje visual y reflexivo del alumnado mejoraba. Para ello, se analizaron los resultados obtenidos en dos grupos de estudiantes de 2º curso del grado de Magisterio Infantil de la Universidad de Alicante, un total de 91 estudiantes, que durante un cuatrimestre del curso 2016-2017 en la asignatura de Didáctica del Conocimiento del Medio Natural, trabajaron con introducciones de pequeños vídeos en todas sus clases. Se les pasó un cuestionario a la finalización del cuatrimestre y se analizaron sus resultados así como las reflexiones y opiniones vertidas en los blogs que a modo de cuaderno de aprendizaje estaban obligados a cumplimentar. La percepción del alumnado constata que son muy favorables a la utilización del vídeo como pequeña introducción de las clases y del conocimiento que se va a tratar en ellas. Consideran que mejora la calidad del aprendizaje que se produce en las clases, y que lo hace por delante de otros métodos más tradicionales (introducciones sin la utilización de ningún recurso audiovisual o sin introducción alguna). Así mismo, el reflejar por escrito las reflexiones y comentarios surgidos de dicho visionado en sus cuadernos de aprendizaje y el poder insertar en éstos los mismos vídeos, es considerado por los estudiantes como un valor añadido a su motivación e interés por los contenidos de la asignatura que a su vez se traduce en una mejora del aprendizaje, un aprendizaje más eficaz y de mejor calidad. Como inconvenientes a dicha práctica solo se mencionaron el que en algu-nos casos se trataba de vídeos que ya habían visto y que en algún caso de un vídeo un poco largo (un poco más de cinco minutos), costaba seguir manteniendo la atención y el interés. Como conclusión, destacar que los estudiantes encuentran muy motivadora y enriquecedora esta práctica y reconocen que despierta su interés y ganas de aprender sobre lo trabajado en dicha materia, demostrando así el poder que en nuestros días tienen los contenidos audiovisuales en la generación de conocimiento (de la Fuente, Solís & Martos, 2013).

PALABRAS CLAVE: Vídeo, aprendizaje visual, aprendizaje reflexivo, alumnado universitario.

This article describes the implementation and results of an action research project
where documentaries were used as input in order to decrease student selfperceived
anxiety during oral assessment activities (round tables.) This action
research project was developed in an open English program for adults in a public
university in Costa Rica. Among the main results, 77% of students reported final
decreased levels of anxiety when speaking in public, as well as increased motivation
and self-confidence. The most successful strategies were choosing relevant
topics, the use of English captions, previous discussion for clarifying content comprehension,
teacher and peer scaffolding, and time for students to prepare their
notes. Students also showed an interest in watching more materials and engaging
in non-assessed oral discussions as ways to further cope with anxiety.
Key words: videos in the classroom, documentaries in the classroom, anxiety,
oral assessment, round tables, oral production strategies, action research

Within a communal constructivist approach and a context of contribution-oriented pedagogy, students not only consume content they can also produce content for reuse within the educational context. To this end, teachers should create opportunities for co-creation and collaboration between students and teachers in order to construct microlearning objects. This chapter explores the affordances of self-directed multimodal learning for microlearning. Multimodal learning is an approach to education where individual modal preferences, communication through different modalities, and learning, teaching and delivery by means of different modes are considered. The chapter presents a short illustrative case study and proposes practical steps to create opportunities conducive to effective student self-directed multimodal learning through microlearning object creation.

This article reports on a 2016 pilot of a video-based technology mentoring program undertaken with young Australians with high functioning autism who are socially and geographically isolated. Many young people with autism live with deep social isolation due to their difficulties in mixing easily with others; this is further exacerbated for those living in geographically remote areas. These young people are subject to acute forms of exclusion, yet have long tended to be highly adept at the use of technology. The Online Lab is based on The Lab, a national network of face-to-face technology and social clubs for young people with high functioning autism. The pilot involved 25 remote or regional young people from three states. Synchronous weekly online sessions were led by expert mentors, with up to six young people participating via the Zoom video conferencing platform. The evaluation combined qualitative methods that could be administered remotely with local methods and de-identified usage statistics. It drew on the notion of 'differentiated spaces' as devised by Lye Ee Ng in her doctoral work at The Lab, which recognises that online, offline and personal spaces interact to facilitate different forms of social interaction. The evaluation concluded that the pilot was a

The research aimed to describe the cooperative learning script that can improve student mathematic learning out comes.
The research was conducted in sorong, the subyek of this research was X grade at SMA Muhammadiyah Al-Amin Sorong, in academic 2013 / 2014. The student consist of 9 males and 20 female. The research was classroom action research (PTK). The procedure and implemantion at the study site was divided into two cycles. In the first cycles performed three times of implementation by using cooperative learning script. The second cycles took three times with the same model.
Cooperative learning script is method of learning when the student.
According to the research. The research can contlude that the student mathematic learning outcomes at SMA Muhammadiyah Al-Amin Sorong  X grade, can improve student learning outcomes the first cycles mean of 55.34% with the presentase in learning 58.6% and of second cycles  the average was of 81.93% with the presentase in learning 93.1%.

The pandemic haunting the world since March 2020, has forced schools and universities to increase their use of, or for some finally start using online learning methods. Both live lectures using online video meeting applications and the use of in-house produced video resources have increased and have been used to facilitate online learning. In too many cases technology is used to continue traditional teaching methods online, while some institutions are more innovative in their approach of using video lectures as a part of for example a flipped classroom concept.

The pilot implementation of the EduTubePlus “A European curriculum related video library and hybrid e-services for the pedagogical exploitation of video in class” project was a key activity and provided an opportunity to train and involve 250 teachers from 50 schools in 8 different European countries. Among them, 19 Greek teachers were trained to use effectively videos in their classrooms, strengthening their professional development. The blended training followed adult learners’ needs and aimed at familiarizing teachers with video-supported active learning and inspiring their pupils to work around the concept of making videos. An active community shared their learning experiences and the first cross-border collaboration emerged during the pilot phase. Piloting the EduTubePlus in Greece, demonstrated that this rich database containing European educational videos related to the curriculum and focused on pedagogy, supported active learning, collaboration and exchange of teaching practices among creative and enthusiastic teachers.

The study is aimed at describing the current information of the use of video and video recording in the oral English instruction in SMPN 5 Panggang, Gunungkidul. The study is classified into a quantitative study. The method of the study is a survey study. The study describes the use of video and video recording in oral English instruction in SMPN 5 Panggang. In conducting the research, the researcher used a cross-sectional design, as one of the survey design types since the researcher collected data at one point in time (Creswell: 2005). The instruments of the research are questionnaires and interviews. The result of the survey shows (1) most students (88%) agreed that video is needed in the oral English instruction because it is interesting for most of them (96% students); (2) the goal of video in the instruction is for giving the modelling text as mentioned by 47% students, to give the materials (34%) and to provide examples of the dialogue (19%) with group works as their favourite activity (about 67%); (3) 63% students thought video recording is not really needed as 62% said that they are not interested in video recording activities; (4) 42% students were afraid and lack of confidence to be the object of the video camera when they practiced their oral English; and (5) group work project is suggested by 63% students to be applied in the video recording activities.

The purpose of this study was to examine the use of video podcasts designed to teach software skills in a preservice teacher education program. It was observed that most preservice teachers used video podcasts one or two times per month to learn specific tasks involving specialty software (e.g., web design, subject-specific, multimedia presentations). The majority of preservice teachers agreed that video podcasts were easy to find, clear, simple to follow, and delivered at a good pace. Preservice teachers specifically enjoyed the just-in-time, instant access to video podcasts. Preference for using video podcasts varied according to gender, age, and level of computer experience. Finally, preservice teachers indicated that the video clips were useful in helping them to learn new software tasks.

The purpose of this study was to examine the use of video podcasts designed to teach software skills in a preservice teacher education program. It was observed that most preservice teachers used video podcasts one or two times per month to learn specific tasks involving specialty software (e.g., web design, subject-specific, multimedia presentations). The majority of preservice teachers agreed that video podcasts were easy to find, clear, simple to follow, and delivered at a good pace. Preservice teachers specifically enjoyed the just-in-time, instant access to video podcasts. Preference for using video podcasts varied according to gender, age, and level of computer experience. Finally, preservice teachers indicated that the video clips were useful in helping them to learn new software tasks.

Este artigo discute a educomunicação em vista do ensino de artes visuais e as possibilidades dos recursos tecnológicos atuais nos processos de aprendizagem. Tem como base pesquisa desenvolvida por meio de produção audiovisual, com videoaulas e com a contextualização da cultura e da pedagogia, no que diz respeito aos processos de comunicação visual. A metodologia adotada é a pesquisa qualitativa com abordagem de tipo etnográfico. Os resultados apontam para o fato de que a educomunicação mostra-se como caminho relevante para o entendimento da mediação na educação com a cultura e o currículo, na formação do cidadão contemporâneo. Essa temática de estudo tem sido tratada no âmbito do ensino de artes, levando em conta as relações entre as mídias disponíveis e a subjetividade de cada sujeito. A interação intensa com as mídias digitais e televisivas, bem como com as instituições culturais, exercem influência significativa na formação dos educandos, imersos no processo de globalização, em d...

This presentation and workshop was prepared for the First Academic Gathering PFI-CONARE in Alajuela, Costa Rica, August 31st, 2019. It focuses on the affordances of the uses of movies and documentaries in the high-intermediate classroom in order to foster student self-confidence and decrease speaking anxiety during oral evaluation and production.  This is an update and extension of a project where action research was used in the classroom as preparation for round tables.

Pictures have been reproduced as per Fair Use for educational purposes only.  All rights belong to their corresponding owners.

Abstract
In this paper, I address an ongoing discussion in Danish E-learning research about how to take advantage of the fact that digital media facilitate other communication forms than text, so-called ‘multimodal’ communication, which should not be confused with the term ‘multimedia’. While multimedia represent the use of various media for communication, multimodality refers to the different symbol systems we employ in communication practices. As new educational practices emerge from the application of ICT, all teachers address multimodality when they plan, practice and reflect on their teaching and learning situations. The choices they make involve E-learning resources like videos, social platforms and mobile devices, not just as digital artefacts we interact with, but the entire practice of using digital media.
In a life-long learning perspective, multimodality is potentially very useful for developing pedagogies where a synergy of different symbol systems facilitates new and flexible learning situations that can meet different needs of different learners. The present paper includes an example from a Danish university study program.

This case study examines how technology can be used to support an active learning strategy within face-to- face Chemistry classes. Both in-class polling software and online lectures are used as part of a comprehensive teaching strategy, designed to enable students to develop critical thinking and analytical skills. While in- class polling is not an online process, it is included within this case study to highlight how different types of technology can be used together to effectively support classroom teaching, when integrated with a carefully considered pedagogical approach.

This paper presents a method for the merging of poetry into interactive storytelling that is based
on still and video panoramas. This non-linear approach aims to give a young audience a new
understanding of poetry, by exploring the poet Charles Causley’s house and the town of
Launceston in England where he spent most of his life. His poetry mentions a number of locations
from this town and artefacts located in his house. The user of the interactive application based on
Adobe Flash plug-in and Lucid Viewer (panoramic viewer), take a number of narrative journeys in
order to search for hidden poems, voice marks or trails signs that have references to the town. Still
panoramas localised at decision-making points were linked by using video panoramas (360-degree
video), which were recorded with a spherical video camera – Ladybug2 mounted on a motorised
wheelchair. Still and video panoramas are elements that create a branching narrative. The aim of
this application is to develop the interest not only in the Causley’s biography but also in literary
output of the poet.

"Abstract In this paper, I address an ongoing discussion in Danish E-learning research about how to take advantage of the fact that digital media facilitate other communication forms than text, so-called ‘multimodal’ communication, which should not be confused with the term ‘multimedia’. While multimedia represent the use of various media for communication, multimodality refers to the different symbol systems we employ in communication practices. As new educational practices emerge from the application of ICT, all teachers address multimodality when they plan, practice and reflect on their teaching and learning situations. The choices they make involve E-learning resources like videos, social platforms and mobile devices, not just as digital artefacts we interact with, but the entire practice of using digital media. In a life-long learning perspective, multimodality is potentially very useful for developing pedagogies where a synergy of different symbol systems facilitates new and flexible learning situations that can meet different needs of different learners. The present paper includes an example from a Danish university study program."

Despite the fact that governments continue to push the use of Information and Communication Technology (ICT) in public service provision, their adoption rate has not always been as high as expected. In this research, we focus on indicators that could lead to the adoption of video-to-video communication in education. With this aim we organized three focus groups with teachers from Ireland and Greece and one interview with the principal head teacher from an Irish primary school with the aim of understanding the most important criteria necessary for the adoption of video-to-video communication for collaborative education in primary and secondary schools. The paper presents the technical (network and application) and user (user experience and pedagogical) criteria that were identified through these focus groups.

The Norwegian Defense University College (NDUC) is continuously challenged with cost reduction while increasing instructional quality within the educational system. Specifically, in 2017, the educational sector within the Armed Forces was challenged with reducing overall training costs by 65 million US dollars over the next few years. Less money, fewer instructors and constrained student training time forced the NoD to rethink resident training requirements and leverage online courses. This paper highlights how video lectures have begun to replace the traditional classroom Power Point-based lectures in the Norwegian military. Furthermore, this paper discusses how NDUC, based on well-known learning principles and instructional science, uses an in-house video studio to produce video lectures in close cooperation with the Subject Matter Experts (SME). Finally, the paper presents the evaluation results from NDUC students engaging in online video lectures and recommends development guidelines for producing online video lectures to maintain, if not increase, instructional quality and decrease overall costs. ABOUT THE AUTHOR Commander (CDR) Geir Isaksen has more than fourteen years in the field of Advanced Distributed Learning (ADL) and is responsible for more than 30 e-learning and R&D projects in the field of e-learning, m-learning, online learning and emerging technologies. So far, he has published more than 10 papers covering different fields like mobile learning, student motivation and cognitive overload in e-learning. He has a master's degree in Information Computer Technology (ICT) & Learning from the University of Aalborg (2014) and a bachelor's degree in Electrical Engineering from Vestfold University College (1998). CDR Isaksen holds the position as an ADL Staff Officer at the Norwegian Defense University College/ADL Section, where he is responsible for leading and coordinating procurement, development and implementation of ADL projects. His military background is from the Navy, serving on submarines for six years as an electro engineer. He has been a member of the NATO Training Group Task Group IT/ED since 2005, where he served as the ADL subgroup chairperson from 2007 to 2011. As the Norwegian ADL Partnership, executive director and a member of the NORDEFCO ADL Forum of Experts, he works closely with international cooperation. BACKGROUND The Norwegian Defense University College (NDUC) was established in its present organizational form in 2002 and is based at Akershus Fortress in Oslo. NDUC consists of several departments: The Norwegian National Defense College (NDC), Norwegian Defense Command and Staff College (NoDCSC), Institute for Defense Studies (IDS), Norwegian School of Sports Science Defense Institute (NIH/F) and the NDUC Staff. The college offers the highest level of national military education. Through both degree and non-degree granting programs it prepares officers of all services and selected civilians for advanced leadership positions in the defense and public sectors.

Estonia represents one of the few countries in Europe where short and feature documentaries are produced more than fiction films. According to the latest report published by Cineuropa in 2015, Estonia released 8 fiction features and 12 documentaries. Alongside these, 44 fiction short films, 85 short documentaries and 10 short animations were completed, making a total of 159 films produced in Estonia during 2014. Though it has a limited domestic market, Estonian documentary film industry is vibrant and flourishing. Is it possible for this trend to continue as the country faces demographic decline and competes with bigger industries? The potential of Estonian authors and producers is very high and could be increased. There is a spirit of taking the initiative and good business conditions. Though Estonia does not have huge budgets and public grants that bigger European countries possess, it does have the right qualified workforce. My presentation will illustrate the main trends of the Estonian film industry, with a focus on documentary sector, and suggest a concrete solution to maximize productivity and create a number of inspiring works for international audience. The excellent level of Estonia's educational system and its professionals – especially as concerns primary education – may be combined with the outstanding work of filmmakers, producing documentaries for educational purposes and favouring interactivity, and done jointly with IT experts, among the best in Europe.