Learning with technology

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Learning with technology

• Learning by visualizing with technology
  Recording realities with video
• Shu-Jiun Chiou (???)

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Abstract

• Broadcast TV versus videotaping
• Video hardware for the classroom
• Video learning activities
• Conclusions

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Broadcast TV versus videotaping

• Broadcast TV ? learning from
• Videotaping ? learning with
• Commercial television stations began broadcasting
  in the post-World War 2 year
• Educational television (ETV) emerged in the early
  1950s as several university begin offering
  telecourses,this courses consists of professors ,
  supported with a variety of visual aids,
  lecturing at the cameras.
• Traditional courses can replace by televised
  courses ?

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Broadcast TV versus videotaping

• In the 1960s and 1970s, telecourses became
  miniseries , focusing less on college courses
  and more on public information ,news and
  cultural programming

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The case for Television

• The case of the educational programming
• Sesame Street and 3-2-1 contact
• By 1980, thousands of high-quality, commercially
  prepared television program were available
• Either broadcast via state networks or available
  on videocassette to supplement classroom
  instruction.
• Audiovisual messages that exposed students to
  experience and cultures throughout the
  word,brought multiple viewpoints into the
  classroom, and presented new content in the
  classroom that teachers could not possibly know.

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The case for Television

• there are two reasons for this lack of efficacy
• the way that television programs were integrated
  into the classroom
• the ways that children viewed the television
  messages
• Follow up viewing of the television program by
  summarizing, reviewing, discussing, and
  evaluating the content learned by students.
• The problem was that teachers seldom performed
  these integrative activities.Television became an
  electronic baby-sitter or substitute teacher
• When students realized that they would not be
  responsible for understanding any of the messages
  from the TV shows.

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The case for Television

• During the 1970s ,many educational developed and
  promoted critical viewing curricula to ensure
  that elementary and junior high school student
  did not just watch television , they must
  monitored it
• TV programs and their messages are created to
  achivev specific results.

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The case Against Television

• The major reason that students do not successful
  learn from watching television instruction is
  that they are not mentally engaged by it.
• Learning from television was easier than learning
  from reading, so they did not try as hard when
  watching TV programs.This differential investment
  of mental effort results in less learning from TV
  because it is passive.
• Learning from television cannot be effective
  unless learners are helped to actively process
  television messages and think about them

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The case Against Television

• The televisions negative effects
• Displaces leisure reading
• Requires less mental effort than reading
• Reduces childrens attention span and tenacity in
  solving problem.
• Why are children not engaged by watching
  television ? Because watching TV does not fulfill
  any purpose

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The case Against Television

• Why is television programming not supportive of
  learning?
• Childrens attention to the fast-pasted auditory
  and image changes is fragmented
• Lack of persistence
• Their brain activity slows down
• Reducing interpersonal interactions among
  children increasing irritability of children

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The case for video

• Producing videos requires learners to be active,
  constructive, intentional, and cooperative.
• The advantage of the video
• Improving students self-confidence by planning,
  producing, and sharing video productions in class
• Producing feelings of self-satisfaction
• Providing valuable feedback to students about how
  others perceive them
• Fostering cooperative learning
• Providing great public relations at open houses
  and other school functions

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Video hardware for the classroom

• Using video to engage meaningful learning
  requires three things
• Imaginative students willing to take chances
• Ideas for how to engage them
• Equipment
• videocamera
• Monitors/Televisions
• Editors
• Microphone

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videocamera
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Editors
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Editors
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Microphone
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Video learning activities

• Jasper and Scientist Anchoring instruction
• Video Press Conference
• Newsroom
• Student Talk Shows
• Video Documentaries
• Video Theater one Act Dramas
• Video Modeling AND Feedback
• Teachers as videographers Creating contexts for
  learning
• Videoconferencing communicating through video

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Video learning activities

• Most of the video learning activities in this
  chapter describe students-as-video-producers
• When students become producers of video, rather
  than viewers, they naturally assume more active,
  constructive, intentional, authentic, and
  cooperative roles.
• Learning Activity
• Learning Processes
• Student Roles
• Teacher Roles
• Assessing Learning

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Jasper and Scientists

• Learning Activity
• They engage students in these processes by
  creating what they call macro-context ,which is a
  reasonably complex everyday situation and store
  that contains a problem (CTGV 1992),the problems
  are embedded in an adventure story
• These problems require learners to figure out
  necessary subproblems and finally to assemble
  those subproblems in a sequence necessary to
  solve the overall problem.

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Jasper and Scientists
http//peabody.vanderbilt.edu/projects/funded/jasp
er/Jasperhome.html
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Jasper and Scientists

• Learning Processes
• Anchoring Instruction
• Learners who work on real-vorld tasks of
  simulated tasks in complex,casd-based of
  problem-based learning contexts.
• Student engaged in solving complex problems are
  active learners.
• They must carefully observe the video, looking
  for important pieces of information that they use
  to construct a solution

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Jasper and Scientists

• Student role
• student assume responsibility for solving the
  problem
• Teacher role
• When students inevitably encounter difficulties
  in solving these complex problems, the teacher
  needs to prompt students for the next step by
  asking questions or suggesting things to think
  about not by giving them the answer
• the teachers role in anchored instruction should
  not be a direct teaching role but rather a
  supportive , coaching role-prompting ,encouraging
  ,and providing feedback

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Jasper and Scientists

• Assessing Learning
• Creating your own Macro-contexts and Stories
• The problems that students create can be assessed
  using the following criteria
• Is the problem representative of the kind of
  problem in the lesson objective?
• Is all of the information needed to solve the
  problem contained in the story?
• Is the story interesting enough for other
  students to accept?
• Can students articulate the steps needed to solve
  the problem?
• Can students help other students to solve the
  problem?

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Video press conference

• Learning Activity
• Students press conference through viewing of the
  videotape.
• What should students conduct press conference
  about? One way to make students responsible for
  understanding the discoveries , finding, or
  beliefs of expert or controversial topics is to
  play those experts for their representatives in a
  role-playing press conference
• The press members need to be prompted to ask Who,
  What, Why, When, Where, and How questions.

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Video press conference

• Videotaping the press conference makes it seem
  more real and provides an opportunity for
  feedback on the accuracy of the expressions
• Allow students to add questions after the
  videotape replay that they wished they would have
  asked during the press conference.

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Video press conference

• Learning process
• The primary characteristic of meaningful
  learning through press conferences is
  constructive
• The students being interviewed must study and
  reflect on the knowledge, beliefs, and
  perspectives of the person being portrayed.
• Construct an identity and an understanding of the
  person.Students should also focus on the
  affective and stylistic characteristics of the
  person

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Video press conference

• Student Roles
• The student being interviewed are the most
  active, as
• 1. Research the characters they are portraying
• 2. Write the scripts
• 3. Rehearse their characters style and their
  opening
• remarks, and answer questions.

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Video press conference

• Teacher Roles
• Suggesting and approving topics for the press
  conference
• Help students select roles to play, ensuring that
  they experience the range
• Provide feedback about the scripts
• Providing general classroom management as the
  students express their enthusiasm
• Keeping the students motivated to complete their
  tasks.

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Video press conference

• Assessing Learning
• Did the interviewees statement accurately convey
  the persons point of view?Where the important
  element of their position conveyed?
• Where the students answers to questions
  consistent with the persons beliefs?
• Was the portrayal of the character appropriate
  did they capture the persons personality?
• Were the other students questions meaningful?Were
  they clear, incisiveness, and adequate? Could the
  interviewee understand and answer the questions?
• Was the quality of the video production adequate?

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Newsroom

• In many schools, students produce a daily news
  program that is broadcast over the schools
  closed circuit television system
• Learning Activity
• Assembling a news program is a complex activity
  , stories have to be identified , assigned ,
  researched ,written , and then produced.
• The stories may include current events in the
  school or local community international
  political issues
• After being assigned stories, students must
  conduct research, preferably in teams, write the
  stories, locate pictures or video sequence about
  their stories to be included in the news program
  , and edit the stories.

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Newsroom

• Learning Processes
• The primary learning characteristics of the
  newsroom are constructive, intentional, and
  cooperative.
• Student Roles
• they select the topic , conduct the research ,
  write the scripts ,assemble the program.
• The activities call on extensive writing and
  planning skills
• Teacher Roles
• Evaluator of the product and regulator of the
  process.
• Avoid directing the students but should intervene
  in the process if they begin to stray off course

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Newsroom

• Assessing learning
• Is the information contained in the news stories
  accurate?
• Do the stories comply with standard forms for
  news stories?
• How good is the writing?Is it grammatically and
  syntactically correct?
• Do the visuals used clarify the intent of the
  news sotries?
• Are there meaningful connectives between the
  stories to tie them together?

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(No Transcript)