Video and Distance Learning

Video and Distance Learning

Online Lesson Contents

Introduction

Part 1: Introduction

Part 2: Video in the Classroom

Part 3: Camcorders

Part 4: Distance Learning

Part 5: Video Teleconferencing

Part 6: Media Literacy

Interactive Pages

"...television is the greatest teaching machine ever created. Unfortunately, what it is good at teaching are not the most important things to be learned, and it is so bad at these most important things that it convinces most viewers they don't exist."
-Alan Kay, Apple Computer Fellow

Video has great potential in education. Hall Davidson, an educator from Los Angeles, believes that video presents everything people currently want, but are not getting from the Internet- simple use, inexpensive hardware, reliable service, content rich materials, cataloged resources and easy access. This class will explore some of the ways that video can be used effectively as a tool for learning. Ideas will consider effective use of VCRs, camcorder productions, and distance learning.

Goals

Students will describe at least nine techniques that improve the effectiveness of video in the classroom.

Students will identify at least three activities that a camcorder can be used for in supporting classroom learning.

Students will understand potential applications of distance learning in K-12 education.

Assignments

Read materials in this online lesson and follow links to other World Wide Web sites.

Take the self test for Module 6 in the Interactive Self Test Area.

Respond to one of the following questions in the Class Discussion Forum for Module 6:

Please survey policies related to video and distance learning in either your home's school district or the district you work in and find answers for at least two of the following questions:

What are the district's policies governing classroom use of commercially produced videos?

How does the district insure video copyright compliance with their policy?

What policies exist related to photographing and/or video taping students in the school environment?

What is the teacher's association position on delivery of class material exclusively through distance learning?

-or-

Describe a situation where distance learning could benefit students you work with or plan to work with. What types of technology would you employ (email, web based, telephone conference calls, video conferencing)? What advantages and disadvantages could you expect? How would you compensate for the disadvantages?

Go to Part 2- Video in the Classroom

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Part 2: Video in the Classroom

"...when used correctly, video has great potential in education."

-Hall Davidson, KCET Television

A candidate for the State Superintendent of Public Instruction in California recently spoke against the use of video in classrooms. This individual was concerned about video being used to "babysit" children; he didn't like video usurping interpersonal classroom communications. Another perspective shared through a letter to the editor at the Press Democrat read: "...the first semester came to an end last week. In order to free up time for grading, some teachers used the VCR as a lesson plan." The writer complained about entertainment videos being used during instructional time. She went on to say that,"...with the proper preparation these resources could be used for instructional purposes."

Classroom video resources need to be used thoughtfully. Schools and districts are increasingly putting policies in place that seek to control classroom use of video. It is important that school staff members are aware of these policies as student lessons and activities are developed.

Once you're aware of your school's video policies, there are a number of resources available for finding appropriate materials. Four great online resources are the California Instructional Technology Clearinghouse, KQED Television, Cable in the Classroom, and CNN's News Room Daily Classroom Guides. Here the details:

California Learning Resource Network
Accessible at http://clrn.org, the California Learning Resource Network offers a searchable database of over 2000 electronic materials that have been reviewed by teachers for K-12 classroom use. Resources listed at this site include computer software and video programs.

KQED's Education Network
KQED EdNet serves teachers, childcare providers, parents, and the community through interactive workshops, events, learning activities and lesson plans, online and in print. School services, media literacy and instructional television guides are among the choices.

Cable in the Classroom Online
Working with national television news networks and local cable companies, Cable in the Classroom providing a free cable connection and over 540 hours per month of commercial-free educational programming to schools across the country. Programing details and teaching materials are offered through this online resource. Cable in the Classroom's Web address is: http://www.ciconline.org/

Stretching the value of instructional videos can be done using strategies from, "Learning with Video: Strategies that Work." This document, developed by KQED describes activities that can make learning with videos more powerful.

Go to Part 3- Camcorders

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Part 3: Camcorders

Camcorders are great for any number of different purposes.

Most schools have at least one camcorder available for classroom use. Camcorders are great for any number of different purposes. Even so, they are probably one of the most under used technologies in a school. Here are some ideas that I've come across:

School Community Communication- News programs are developed, produced and distributed by individual classes, leadership groups or multiage teams to increase a school's sense of community. Information about birthdays, team performances, club activities, and special features are shared via a school wide video network or traveling TV cart with VCR.

Student Project Media- Students use the visual and auditory properties of video to create a unique product that represents their learning on a particular topic.

Playback of Student Performances- Video can be used to "playback" student performances and provide coaching feedback. Whether you're working with a student to improve their pole vaulting technique or a dramatic interpretation of Romeo & Juliet, camcorders offer perspectives like nothing else.

KQED offers some great tips on ways educators can use camcorders in teaching and learning environments. Topics include: video virtues, production equipment, and curriculum ideas. These resources can be accessed at:

Video Production in the Classroom
http://cgi.kqed.org/topics/education/educators/videoclassroom/production.jsp

School House Video is designed to inspire K-12 students and their teachers to use cutting-edge technology and produce videos that can be broadcast on KOCE-TV. Working through the Orange County Office of Education, School House Video maintains a web site with sample videos produced by K-12 students. See examples of movies from both elementary and secondary students at:

School House Video
http://www.schoolhousevideo.org/pages/SampleVideos.html

Apple Computer has a web site containing some wonderful examples of student and teacher work using a suite of software known as iLife. iLife combines the power of digital camcorders with simple yet powerful software tools such as iMovie and GarageBand. Check out samples of student and teacher work at the iLife Education website :

iLife Education
http://education.apple.com/education/ilife/

Go to Part 4- Distance Learning

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Part 4: Distance Learning

...many different technologies including video, telephones, and the Internet can be used to support distance learning.

Distance learning refers to the transmission of course information over physical distances. Class members do not necessarily come together at the same time and place for formal instruction. Correspondence classes sent via the postal service were the first form of distance learning over 100 years ago. Today many different technologies including video, telephones, and the Internet can be used to support distance learning. As schools wrestle with problems of safety, facility shortages, and parental choice, distance learning will emerge as one partial solution. What follows is a fact sheet from the U.S. Distance Learning Association about current trends with Distance Learning. The points presented here are a starting point for imagining what's possible with distance learning.
What's Distance Learning?

Distance learning provides instruction through physical spaces and distances electronically. This can involve one or more remote sites through any of the following technologes: audiographics, satellites, video, computers, and multimedia.

Effectiveness studies have been consistent in showing that when used in business, military training, and adult learning, there is no significant difference in effectiveness between distance learning and traditional instruction methods, and student attitudes are generally positive about the experience.

Providing courses for underserved or advanced students is the principal application of distance learning for K-12 education. However, it is being used for rural and inner city classes, enrichment, staff development and in-service training for teachers and administrators.

Faced with retraining 50 million American workers, corporate America is using distance learning for all aspects of training both internally and externally. Many major corporations such as Hewlett-Packard save millions of dollars each year using distance learning to train employees more effectively and more efficiently than with conventional methods.

Programming for distance learning provides the receiver many technical and content options. Educational materials are delivered primarily through live and interactive classes where the intent is not necessarily to replicate face-to-face instruction. Interactivity is accomplished via telephone (one-way video and two-way audio), two-way video or graphics interactivity, two-way computer hookups, or response terminals.

Technology offers many options for delivering and receiving education over a distance. The ability of the teacher and students to see each other may not be a necessary condition for effective distance learning, but audio can be a critical component for interactivity.

Research in effectiveness is limited in K-12 applications, but existing research, project evaluation, and anecdotal evidence strongly suggest that distance education is an effective means for delivering instruction just as it has been proven effective in adult learning and training settings.

Paying for distance education systems can be done through issuing bonds to cover construction costs; legislation to install satellite dishes on every school in the state; state, national and Federal grant programs for local projects; and various other taxes and levies.

Distance Learning in Action

US News and World Report recently ran a section on the ways distance learning is transforming education in rural areas. One article states, "..no matter how isolated (a school's location), rural students have access to a surprising range of virtual experiences."

Read the complete article to learn more.

Go to Part 5- Video Teleconferencing

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Part 5: Video Teleconferencing

When a live field trip is not possible- use video teleconferencing.

Pacific Bell's Knowledge Network has been making a concerted effort to help California educators understand the value of distance learning through video teleconferencing. Video teleconferencing facilitates real time interaction between students and remote site learning experiences (places you'd like to go with a whole class but travel is too costly and/or impractical). With video teleconferencing , classes can go to a local site that has video teleconferencing equipment and then connect with the remote learning experience. Classes are then able to see, hear and interact with people and activities at the remote site. Local video teleconferencing equipment sites are growing in our region. Current locations and contact information for making arrangements for your class to participate are:

Sonoma County Office of Education

Contact Dan Exelby at (707) 522-3334

Mendocino County Office of Education

Contact James Field at (707)467-5076

For a sampling of various remote site learning opportunities check out the link below for Pacific Bell's Knowledge Network "Adventures in Video Conferencing."

Adventures in Video Conferencing
http://www.kn.pacbell.com/wired/vidconf/adventures.html

Go to Part 6- Media Literacy

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Part 5: Media Literacy

Anyone brought up with the belief that viewing television is a passive experience would be surprised by the unanimity with which both broadcasters and scholars have rejected that idea. The best programs lead students to carry on their learning activities, past the program and beyond the classroom, to practice and problem-solving in the nonacademic world.

-Wilbur Schramm

Growing numbers of parents, teachers and health professionals are expressing concerns about the effects of television and other media on human cognition and brain development. This course would not be complete without a brief look at some of the issues surrounding media literacy and ways that teachers can develop strategies in this area. The links below offer timely information and resources on media literacy.

New Mexico Media Literacy Project
http://www.nmmlp.org/
The Sonoma County Health Department in conjunction with Santa Rosa Junior College and the Sonoma County Office of Education host a media literacy conference every Spring. The 2000 Conference's key note address was from the New Mexico Medi Literacy Project. A variety of information and teaching resources are available from this site.

Center for Media Literacy
http://www.medialit.org/
The Center for Media Literacy (CML) is a nonprofit educational organization that provides leadership, public education, professional development and educational resources nationally. Dedicated to promoting and supporting media literacy education as a framework for accessing, analyzing, evaluating and creating media content, CML works to help citizens, especially the young, develop critical thinking and media production skills needed to live fully in the 21st century media culture.

Video and distance learning offer teachers a greater array of resources for individualizing instruction and making learning more powerful. As we move into the future, there will be a convergence between video, computer, telephone, and Internet resources. As a result teachers will have more choices about how they work and where they work.

Go to Lesson Contents

| General Info | Online Lessons | Resources |

Online Lesson Contents			Introduction
Part 1: Introduction Part 2: Video in the Classroom Part 3: Camcorders Part 4: Distance Learning Part 5: Video Teleconferencing Part 6: Media Literacy Interactive Pages			"...television is the greatest teaching machine ever created. Unfortunately, what it is good at teaching are not the most important things to be learned, and it is so bad at these most important things that it convinces most viewers they don't exist." -Alan Kay, Apple Computer Fellow Video has great potential in education. Hall Davidson, an educator from Los Angeles, believes that video presents everything people currently want, but are not getting from the Internet- simple use, inexpensive hardware, reliable service, content rich materials, cataloged resources and easy access. This class will explore some of the ways that video can be used effectively as a tool for learning. Ideas will consider effective use of VCRs, camcorder productions, and distance learning.
			Goals
			Students will describe at least nine techniques that improve the effectiveness of video in the classroom. Students will identify at least three activities that a camcorder can be used for in supporting classroom learning. Students will understand potential applications of distance learning in K-12 education.
			Assignments
			Read materials in this online lesson and follow links to other World Wide Web sites. Take the self test for Module 6 in the Interactive Self Test Area. Respond to one of the following questions in the Class Discussion Forum for Module 6: Please survey policies related to video and distance learning in either your home's school district or the district you work in and find answers for at least two of the following questions: What are the district's policies governing classroom use of commercially produced videos? How does the district insure video copyright compliance with their policy? What policies exist related to photographing and/or video taping students in the school environment? What is the teacher's association position on delivery of class material exclusively through distance learning? -or- Describe a situation where distance learning could benefit students you work with or plan to work with. What types of technology would you employ (email, web based, telephone conference calls, video conferencing)? What advantages and disadvantages could you expect? How would you compensate for the disadvantages?

			Part 2: Video in the Classroom
"...when used correctly, video has great potential in education." -Hall Davidson, KCET Television			A candidate for the State Superintendent of Public Instruction in California recently spoke against the use of video in classrooms. This individual was concerned about video being used to "babysit" children; he didn't like video usurping interpersonal classroom communications. Another perspective shared through a letter to the editor at the Press Democrat read: "...the first semester came to an end last week. In order to free up time for grading, some teachers used the VCR as a lesson plan." The writer complained about entertainment videos being used during instructional time. She went on to say that,"...with the proper preparation these resources could be used for instructional purposes." Classroom video resources need to be used thoughtfully. Schools and districts are increasingly putting policies in place that seek to control classroom use of video. It is important that school staff members are aware of these policies as student lessons and activities are developed. Once you're aware of your school's video policies, there are a number of resources available for finding appropriate materials. Four great online resources are the California Instructional Technology Clearinghouse, KQED Television, Cable in the Classroom, and CNN's News Room Daily Classroom Guides. Here the details: California Learning Resource Network Accessible at http://clrn.org, the California Learning Resource Network offers a searchable database of over 2000 electronic materials that have been reviewed by teachers for K-12 classroom use. Resources listed at this site include computer software and video programs. KQED's Education Network KQED EdNet serves teachers, childcare providers, parents, and the community through interactive workshops, events, learning activities and lesson plans, online and in print. School services, media literacy and instructional television guides are among the choices. Cable in the Classroom Online Working with national television news networks and local cable companies, Cable in the Classroom providing a free cable connection and over 540 hours per month of commercial-free educational programming to schools across the country. Programing details and teaching materials are offered through this online resource. Cable in the Classroom's Web address is: http://www.ciconline.org/ Stretching the value of instructional videos can be done using strategies from, "Learning with Video: Strategies that Work." This document, developed by KQED describes activities that can make learning with videos more powerful.

			Part 3: Camcorders
Camcorders are great for any number of different purposes.			Most schools have at least one camcorder available for classroom use. Camcorders are great for any number of different purposes. Even so, they are probably one of the most under used technologies in a school. Here are some ideas that I've come across: School Community Communication- News programs are developed, produced and distributed by individual classes, leadership groups or multiage teams to increase a school's sense of community. Information about birthdays, team performances, club activities, and special features are shared via a school wide video network or traveling TV cart with VCR. Student Project Media- Students use the visual and auditory properties of video to create a unique product that represents their learning on a particular topic. Playback of Student Performances- Video can be used to "playback" student performances and provide coaching feedback. Whether you're working with a student to improve their pole vaulting technique or a dramatic interpretation of Romeo & Juliet, camcorders offer perspectives like nothing else. KQED offers some great tips on ways educators can use camcorders in teaching and learning environments. Topics include: video virtues, production equipment, and curriculum ideas. These resources can be accessed at: Video Production in the Classroom http://cgi.kqed.org/topics/education/educators/videoclassroom/production.jsp School House Video is designed to inspire K-12 students and their teachers to use cutting-edge technology and produce videos that can be broadcast on KOCE-TV. Working through the Orange County Office of Education, School House Video maintains a web site with sample videos produced by K-12 students. See examples of movies from both elementary and secondary students at: School House Video http://www.schoolhousevideo.org/pages/SampleVideos.html Apple Computer has a web site containing some wonderful examples of student and teacher work using a suite of software known as iLife. iLife combines the power of digital camcorders with simple yet powerful software tools such as iMovie and GarageBand. Check out samples of student and teacher work at the iLife Education website : iLife Education http://education.apple.com/education/ilife/

			Part 5: Media Literacy
Anyone brought up with the belief that viewing television is a passive experience would be surprised by the unanimity with which both broadcasters and scholars have rejected that idea. The best programs lead students to carry on their learning activities, past the program and beyond the classroom, to practice and problem-solving in the nonacademic world. -Wilbur Schramm			Growing numbers of parents, teachers and health professionals are expressing concerns about the effects of television and other media on human cognition and brain development. This course would not be complete without a brief look at some of the issues surrounding media literacy and ways that teachers can develop strategies in this area. The links below offer timely information and resources on media literacy. New Mexico Media Literacy Project http://www.nmmlp.org/ The Sonoma County Health Department in conjunction with Santa Rosa Junior College and the Sonoma County Office of Education host a media literacy conference every Spring. The 2000 Conference's key note address was from the New Mexico Medi Literacy Project. A variety of information and teaching resources are available from this site. Center for Media Literacy http://www.medialit.org/ The Center for Media Literacy (CML) is a nonprofit educational organization that provides leadership, public education, professional development and educational resources nationally. Dedicated to promoting and supporting media literacy education as a framework for accessing, analyzing, evaluating and creating media content, CML works to help citizens, especially the young, develop critical thinking and media production skills needed to live fully in the 21st century media culture.

			Video and distance learning offer teachers a greater array of resources for individualizing instruction and making learning more powerful. As we move into the future, there will be a convergence between video, computer, telephone, and Internet resources. As a result teachers will have more choices about how they work and where they work.