Embedded Task #2

The media I'm going to be analysing for this task will be video. I chose video as it's not quite as common as the use of images (you can't exactly "print" a video...), and I find them more engaging than simple audio.

I like to think of video media as the best substitute to reality in terms of instructing, presenting, or entertaining. In the classroom, maybe it's in the form of a nature documentary, or a YouTube clip explaining orbits, or even an instruction video showing an experimental procedure which the students can follow along to. There's many different ways to use video as a teaching tool, ranging from low to high level pedagogy. Using videos as part of your pedagogy isn't just limited to watching, but you can create them yourself, and even get your students to create their own.

If you are making your own (or getting the students to), there's a range of technologies available for filming and editing video footage.  On a simple level, videos are quite easy to create with today's technology.

Video by me.

Even my old Nokia I had in high school could shoot video footage. If you want to get a bit more fancy, what was once considered a "still" camera, useful for only taking photos, can now also take video. And if you're connected to a WiFi hotspot most digital cameras can upload and share your video.

Then of course you can go pro, with the use of a GoPro, or other action camera. These require little setup, and are great for recording in a wide variety of scenarios and environments. If you want to go more pro, it will be expensive, but there's some high-end cameras out there that are great for shooting in Ultra HD, high frame rate, cinema quality footage.

Video by The Slow Mo Guys

One thing to consider though is the file size. Compare the two videos above: The camera lens and aperture are much smaller on the phone as is the video resolution and resulting file size. So the quality might not be as good, but it's going to be much quicker and easier to upload and share. The slow motion footage filmed on a Phantom camera had a frame rate of 170 000 fps, resulting in 96Gb for a mere 4s of footage (though only a very small portion of that is used). Internet speed and quality, as well as processor speed and quality, have a large impact on the quality of video that is able to be viewed. Therefore, the desired viewing method, and to a certain extent the target audience, are important considerations when deciding on the tool you use and the recording quality.

Of course depending on how the video is recorded, it will likely need some degree of editing, even if it's simply to trim it and synchronise the audio. The tutorial notes from this week cover that quite well. Another good software program is GoPro Studio, specifically design for use with footage from a GoPro camera and is free to download with full functionality.

As far as the classroom goes, most of those options are quite readily available and great for school use by both teachers and students. Below are examples of how video might be used in the classroom, using the SAMR model and considering low- and high-level thinking.

Substitution:
Students watch a video of an experiment being performed, which details the equipment and procedure, and contains a brief discussion of the results. A good example would be an experiment that is perhaps unsafe to try in a real classroom, and thus viewing a video is a safer option.

Augmentation:
A video with instructions for an experiment is played, whilst students follow on in the classroom. The video can contain variations of the experiment that would otherwise take time if they were all completed in the classroom, or show "failed" attempts/what can happen if things go wrong. This incorporates a safety-type video as well.

Modification:
Following a pre-written experimental procedure, students film themselves as they perform it and make commentary as they go.

Redefinition:
Students develop their own experiment, perhaps one that directly requires the use of a video camera (high frame rate for slow motion, looking at light exposure and optics etc). The film is a documentary of the design process, as well as a tool for the experiment. Footage is edited together to for the assessment piece.

There's a lot of fun to be had with video, whether by watching or creating, and I think they're definitely something I'll be using in my own pedagogy.