The Summary of Chapter 8 of Teaching Media Course
CHAPTER 8
VIDEO
OUTLINE
1. Video
Formats
2. Special
Attributes of Video
3. Advantages
4. Limitations
5. Integration
6. Selecting
Video
7. Producing
Video
8. Utilizing
Video
9. Require
Learner Participation
10. Evaluate
and Revise
Video
versions of the moving image are recorded on tape or disc, each packaged in
forms that vary in size, shape, speed, recording method, and playback mechanism.
a.
Videotape
b.
DVD
c.
Videodisk
d.
Internet video
The
most common video formats summarized in the table below.
2. SPECIAL
ATTRIBUTES OF VIDEO
A basic attribute of video is its ability to
manipulate temporal and spatial perspectives.
a. Manipulation
of Time
Video permits us to increase or
decrease the amount of time required to observe an event
Ø Compression
of time
Video can compress the time it takes to observe an
event.
Ø Expansion
of time
Time can also be expanded in motion
media through a technique called slow motion. Some events occur too fast to be
seen by the naked eye.
b. Manipulation
of Space
Motion media permit us to view
phenomena in microcosm and macrocosm-that is, at extremely close range or from
avast distance.
c. Animation
Time and space can also be
manipulated by animation. This is a technique in which the producer takes advantage
of persistence of vision to give motion to otherwise inanimate objects.
d. Understanding
Video Conventions
The devices and techniques used in
video to manipulate time and space employ what are for most of us readily
accepted conventions.
3. ADVANTAGES
Ø Motion
Ø Processes
Ø Risk-free
observation
Ø Dramatization
Ø Skill
learning
Ø Affective
learning
Ø Problem
solving
Ø Cultural
understanding
Ø Establishing
commonality
4. LIMITATIONS
Ø Fixed
pace
Ø Talking
head
Ø Still
phenomena
Ø Misinterpretation
Ø Abstract,
nonvisual instruction
Ø Logistics
5. INTEGRATION
a. Educational
Applications
Ø Cognitive
Skills
In the cognitive domain, learners can
observe dramatic recreations of historical events and actual recordings of more
recent events. Color, sound, and motion make personalities come to life.
Ø Demonstrations
Video is great for showing how things
work. For example, there is a short educational video called Colonial Cooper.
Ø Virtual
Field Trip
Videos can take students to places
they might not be able to go otherwise. You can take your students to the
Amazon rainforest, the jungles of New Guinea, or the tundra of the frozen
Arctic.
Ø Documentary
Video is the primary medium for
documenting actual events and bringing them into the classroom. The documentary
deals with fact, not fiction or fictionalized versions of fact.
Ø Dramatization.
Video has the power to hold your
students spellbound as a human drama unfolds before their eyes.
Ø Discussion
Basis
By viewing a video program together,
a diverse group of learners can build a common base of experience as a catalyst
for discussion.
Ø Attitude
Development
Most educational presentations target
recipients' cognitive or psychomotor domains of learning. However, when there
is an element of emotion or the desire for affective learning, video usually
works well.
Ø Reports
and Portfolios
Student can use excerpts from videos
as a part of oral reports, turning the sound off and using their own narration.
Ø Training.
Video is the most frequently used
training medium by businesses.
Ø Classroom
Access.
School-owned video collections are
increasing in size-more than doubling, on average, every few years.
6. SELECTING
VIDEOS
a. Locating
Materials
Program guides and directories can
help keep you abreast of available materials in your areas of interest and guide
you toward selection of materials best suited to your particular teaching
needs.
b. Appraising
Videos
A good appraisal form will be brief
enough not to be intimidating but complete enough to help individuals choose
materials that may be useful for current and future applications.
c. Sponsored
Videos
Many of these sponsored videos make
worthwhile instructional materials. They also have the considerable advantage
of being free. A certain amount of caution, however, is called for in using
sponsored programs for instructional purposes.
7. PRODUCING
VIDEO
In-house video refers to videos
produced within one's own classroom or company.
a. Analog
Video Production
Video production requires a camera, a
recorder, a microphone, and perhaps editing equipment. Most cameras are of the
viewfinder type.
b. Digital
Video Editing
Digital video editing refers to the
means by which video can be taken apart and put back together nonlinearly using
a computer and associated software. Digital video camcorders are smaller than
analog video cameras and can record up to 90 minutes in the long play mode.
8. UTILIZING
VIDEO
The next step after selecting your
materials are to put them into actual use in the classroom. Be sure to follow
the guidelines.
a. Preview
the Materials
b. Prepare
the Materials
c. Prepare
the Environment
d. Prepare
the Learners
e. Provide
the Learning Experience
9. REQUIRE
LEARNER PARTICIPATION
The ability to generalize new
knowledge and transfer it to real-life situations de- pends on learner practice
under a variety of conditions. The possibilities for follow-up activities are
virtually limitless. Common techniques include the following:
• Discussion-Question-and-answer
sessions, buzz groups, panel discussions, debates
• Dramatization-Role playing, skits,
oral presentations
•
Projects-Experiments, reports, exhibits, models, demonstrations, drawings,
story writing, bulletin boards, media productions Learners are quick to detect
and act according to your attitude toward the material.
10. EVALUATE
AND REVISE
You can informally assess student
learning by observing performance during follow-up activities. Individual projects
can be good indicators of successful learning. In many cases, though, more
formal testing serves a valuable purpose.
Reference
Molenda, M., Russell, J. D., Heinich, R. (1993). Instructional
Media and the New Technologies of Instruction. Britania
Raya: Macmillan Publishing Company.
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