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Using a Video Mirror to Focus on Knowledge, Practice and Policy
Presented at 2003 NCSM Annual Conference, San Antonio, TX
Charlene Chausis, Technology Trainier, Adlai E. Stevenson HS,
Lincolnshire, IL
Why Video?
A video mirror can tell important stories as
part of "reflective practice" and ongoing professional growth and
development, or to find "evidence" of learning that doesn't always
appear on standardized tests or other assessments.
Reflective
practice
- Reflection and metacognition are essential
aspects of constructing knowledge and meaning.
(Lambert, L. et al., (1995). The constructivist leader. New
York; Teachers College Press, p.18)
- For learners to construct meaning, they
need to understand and analyze their own learning
processes.
Evidence of
learning
- Video enables detailed examination of
complex activities from different points of view.
- Video preserves classroom activity so it
can be slowed down and viewed multiple times, by many people with
different kinds of expertise, making possible detailed
descriptions of many classroom lessons.
http://nces.ed.gov/pubs2003/timssvideo/1B.asp?nav=1
TIMMS Video Study 1999
Resources from
Apple
Other movie
examples:
"How to" info:
Getting Started:
Atomic Learning provides a complete
step-by-step video tutorial for iMovie 2
http://www.atomiclearning.com/freeimovie.shtml
An Intro to Making Videos in the
Classroom:
http://www.youthlearn.org/learning/activities/multimedia/video.asp
Mapping, storyboarding, basic drawing techniques, and photography
will all be covered before students begin videotaping. All skills are
covered with instructions and examples to guide the educator as well
as the students through the various processes .
Assembling your
masterpiece:
Plan! Plan! Plan!
Make it look good:
About Editing:
- Editing information: http://www.apple.com/imovie/edit.html
WHAT IS YOUR STORY?
"Editing, however, does more than just cut out the 'bad parts'
from your material. It also shapes the material so that it flows
smoothly, and tells a story to the audience in a clear,
entertaining fashion. ...
"Ideally, a good editing job should simply
'tell the story,' and not call attention to itself. This view is
not intended to denigrate the rapid-fire stylistics of modern
video editing--used appropriately, these quick cuts and graphics
are extremely effective and dramatic. However, what works for a
high-energy music video or action sequence may not work near as
well for a video of a wedding or your vacation.
"Like your English teacher told you, a story
should always have a beginning, a middle, a climax, and a
'denouement' or wrapup--and that holds as true for videos as it
does for books. Weddings and other special events are fairly easy
stories to tell, since they follow a set 'script' of events that
are supposed to happen. But what do you do when you're editing,
say, vacation footage? This requires a conscious decision on your
part about what story your video is trying to tell."
Reference: Editing Basics by Timothy Liebe
http://204.213.254.3/guest/?MIval=hzget2&id=1102
Consider important copyright
issues:
Educators are permitted to make multimedia
productions in order to teach students how to develop multimedia
productions, to deliver curriculum-based instructions, to present at
conferences, and to include in a professional portfolio. In general
students may make a multimedia presentation to meet the specific
requirements of a course; to perform or display the work in the
course for which is was created; and to use it as proof of academic
work. Students may use the production only during the time period of
the class for which is was produced, but may retain the production
longer for portfolio use. Educators may use the program in teaching
courses for up to two years after the first instructional use with
the class, but may retain the production longer for portfolio
use.
How much material can be
used?
- Motion media: up to three minutes or 10
percent of the original production, whichever is less.
- Music, lyrics, and music videos: up to 10
percent of the original work, but no more than 30 seconds.
Alterations are not permitted to change the basic melody or
character of the musical work.
- Illustrations and photographs: not more
than 10 percent, or 15 images, whichever is less. No more than
five images may be used from a single artist or photographer.
Copyrighted, syndicated cartoon characters are not permitted to be
copied, even for educational purposes.
What might be done legally in the classroom,
may not be legal once posted to the Internet, because many of the
privileges granted to educators are specific to classroom use and not
to transmissions.
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