Video Formats
- Videotape
The VHS 1/2-inch format is a preferred medium for commercial distribution of moving images. VHS is also the current preferred format for amateur and nonstudio production of recorded moving images in education.
- DVD
DVD (digital videodisc) is a medium offering digital storage and playback of full-motion video. There is no distortion when you watch a DVD in slow motion. DVD discs provide far superior sound and picture quality compared to a standard VHS videotape. Unlike videotape, DVD discs don't deteriorate over time. They are doing for movies (films and videotapes) what the CD did for music.
- Videodisc
Videodisc images have a horizontal resolution of 350 lines, compared with 240 lines for a videocassette. Also, the audio quality of videodisc is significantly better than that of videotape. Several educationally valuable features of videodisc are not available with videotape. Videodisc images can be "stepped through" frame-by-frame, can be "scanned" (fast forward), or played at various speeds in both forward and reverse. In addition, videodisc have two audio tracks, for either separate narrations or stereo sound.
- Internet Video
Video also can be delivered via the internet, usually using streaming video. The video content is actually downloading to the user's computer in a series of small information packets that arrive shortly before the viewer sees (or hears) the material. Any video (or audio) materials can be delivered over the internet using the streaming technique. The content is not stored in your computer. It "flows" into your active memory, is displayed (or played), and is then erased.
Special Attributes Of Video
- Manipulation Of Time
- Compression of Time ⇒ Video can compress the time it takes to observe an event.
- Expansion of Time ⇒ Time can also be expanded in motion through a technique called slow motion.
- Manipulation of Space
Motion media permit us to view phenomena in microcosm and macrocosm-that is, at extremely close range or from a vast distance.
- 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. There are various and more or less sophisticated techniques for achieving animation, but basically animation is made up of a series of photographs or drawings of small displacements of objects or images.
Advantages
- Motion
- Processes
- Risk-free observation
- Cultural understanding
- Establishing commonality
- Dramatization
- Skill learning
- Affective learning
- Problem solving
Limitations
- Fixed pace
- Talking head
- Still phenomena
- Misinterpretation
- Abstract, nonvisual instruction
- Logistics
Integration
Educational Applications
- Cognitive Skills
In the cognitive domain, learners can observe dramatic recreations of historical events and actual recordings of more recent events.
- Demonstrations
Demonstrations of motor skills can be more easily seen through media than in real life.
- Virtual Field Trip
Videos can take students to places they might not be able to go otherwise. We can go to these places and many others on video.
- Documentary
Video is the primary medium for documenting actual events and bringing them into the classroom.
- Dramatization
Video has the power to hold your students spellbound as a human drama unfolds before their eyes.
- 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.
- Attitude Development
Most educational presentations target recipients' cognitive or psychomotor domains of learning. Attitudes can be influenced by role models and dramatic messages on video. Because of its great potential for emotional impact, video can be useful in shaping personal and social attitudes.
- Reports and Portfolios
Students can use excerpts from videos as a part of oral reports, turning the sound off and using their own narration. Student portfolios with a multimedia approach are being used instead of word processed term papers.
- Classroom Access
Equipment and materials don't have to moved around the school. Because of these distribution of systems and the ability to receive and record educational and news cable channels, and the growing availability of streaming video delivery directly over the Internet, the classroom of the future will have access to a variety of instructional video materials within the school.
Selecting Video
- Locating Materials
Programs 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. Librarians, media specialists, and teachers working as partners should communicate constantly concerning the resources needed for instruction.
- Appraising Videos
After you have located some potentially useful videos, you will want to preview and appraise them. 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.
- Sponsored Videos
Private companies, associations, and government agencies sponsor videos for a variety of reasons. Private companies may make them to promote their products or to enhance their public image. Associations and government agencies sponsor videos to promote causes, such as better health habits, conversation of natural resources, and proper use of park and recreation areas.
Producing Video
It allows video production to be taken into the field, wherever that might be : the science laboratory, the classroom, the counselling office, the athletic field, the factory assembly line, the hospital, the neighborhood, and even the home. Equally important, the simplicity of the system has made it feasible for nonprofessionals, instructors, and students alike to create their own video materials.
Video production requires a camera, a recorder, a microphone, and perhaps editing equipment. Most cameras are of the viewfinder type.
Digital video editing refers to the means by which video can be taken apart and put back together non-linearly 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. With digital video there are usually no videotapes. Most camcorders record on a standard 3.5-inch floppy disc. Some camcorders use an ultra-miniature 2.5-inch disc. The ultraminiature discs can record 20 minutes of video.
Utilizing Video
You should always preview video materials for apprasial and selection, and should also check them after they arrive in the classroom.
Before a video lesson, review previous related study. Help students see how today's lesson fits into the total picture. Create a need to know. Stimulate curiosity by asking questions, and evoke questions that students would like to have answered on the subject.
Before students can learn from any media presentation, they first have to be able to see it and hear it.
Research in educational psychology as well as the practical experiences of thousands of teachers in all sorts of settings demonstrate that learning is greatly enhanced when learners are prepared for the coming activity.
Note individual reactions for possible use in the followup discussion. Deal with individual discipline problems as quickly and unobtrusively as possible.
Require Learner Participation
Learners are quick to detect and act according to your attitude toward the material. Many studies have indicated that the instructor's attitude-often conveyed nonverbally-significantly affects student's learning from media. So if students are expected to be active participants, you should lead by example.
Evaluate And Revise
You can informally assess student learning by observing performance during followup activities. Individual project can be good indicators of successful learning. in many cases, though, more formal testing server a valuable purpose. First, tests that are followed by feedback of correct answers can provide an efficient review and summary of the main points of the lesson. Second, objective tests can help pinpoint gaps that need to be followed up in the classroom, and can identify individualis who need remedial help. In this way, you can complement the media component by catering to individual differences in ways the media cannot.
Source : Heinich, Molenda, Russell, Smaldino et. All, 2002. Instructional Media and Technologies for learning volume 7. California: The University of California.
- Analog Video Production
Video production requires a camera, a recorder, a microphone, and perhaps editing equipment. Most cameras are of the viewfinder type.
- Digital Video Editing
Digital video editing refers to the means by which video can be taken apart and put back together non-linearly 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. With digital video there are usually no videotapes. Most camcorders record on a standard 3.5-inch floppy disc. Some camcorders use an ultra-miniature 2.5-inch disc. The ultraminiature discs can record 20 minutes of video.
Utilizing Video
- Preview The Material
You should always preview video materials for apprasial and selection, and should also check them after they arrive in the classroom.
- Prepare The Materials
Before a video lesson, review previous related study. Help students see how today's lesson fits into the total picture. Create a need to know. Stimulate curiosity by asking questions, and evoke questions that students would like to have answered on the subject.
- Prepare The Environment
Before students can learn from any media presentation, they first have to be able to see it and hear it.
- Prepare The Learners
Research in educational psychology as well as the practical experiences of thousands of teachers in all sorts of settings demonstrate that learning is greatly enhanced when learners are prepared for the coming activity.
- Provide The Learning Experience
Note individual reactions for possible use in the followup discussion. Deal with individual discipline problems as quickly and unobtrusively as possible.
Require Learner Participation
Learners are quick to detect and act according to your attitude toward the material. Many studies have indicated that the instructor's attitude-often conveyed nonverbally-significantly affects student's learning from media. So if students are expected to be active participants, you should lead by example.
Evaluate And Revise
You can informally assess student learning by observing performance during followup activities. Individual project can be good indicators of successful learning. in many cases, though, more formal testing server a valuable purpose. First, tests that are followed by feedback of correct answers can provide an efficient review and summary of the main points of the lesson. Second, objective tests can help pinpoint gaps that need to be followed up in the classroom, and can identify individualis who need remedial help. In this way, you can complement the media component by catering to individual differences in ways the media cannot.
Source : Heinich, Molenda, Russell, Smaldino et. All, 2002. Instructional Media and Technologies for learning volume 7. California: The University of California.
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