Image and Video
There are many devices with in-built cameras to enable a user to take still or moving images. This functionalilty can help deliver teaching but also be a very effective way to capture and show evidence of new learning. Images and videos can be used in a variety of ways to support learning:
So why use or capture images or video?
For many reasons - such as:
- A visual prompt to stimulate a class discussion
- Create a digital story in images
- Produce a visual blog entry
- Capture evidence of field trips
- Record stages of a practical activity
- Produce animated tutorials
- Capturing photos to create a Webquest
Cameraphones, devices with in-built webcams and Sony PSPs with Go!Cam camera attachment - all are likely to be able to capture and show photos and videos. Although most of the cameras will take .jpg images you may find that any video captured on one device won't easily transfer and be accessible on another device. Video files quite often need some form of conversion and Super is one of the many video conversion software available for just that action.
Visual/Spatial learners, according to Howard Gardner, appreciate visual presentations such as pictures, videos, and demonstrations using models and diagrams. Teachers can enagage and motivate a visual/spatial learner by realising he, or she, has great ability to daydream and imagine, and will be good at reading diagrams and maps and will enjoy solving mazes and puzzles. Teachers could produce charts, graphs, diagrams, and use mindmapping software (such as Mindomo) and online whiteboard software such as Scriblink.
Photopeach allows you to upload images and create a slideshow with text overlay, background music and those you share with can add comments.
Images
Microsoft Photostory 3 for Windows allows you to take still images to produce an animation that can incorporate voice-over, music, text overlay and transitions. A versatile wizard helps you to quickly become a creator of impressive movies. Any production can be produced in formats suitable for many mobile devices so learners can view their creations over and over again.
Photostory is used for evidencing achievement and progression, to produce excellent teaching resources and to produce visual digital stories - capturing history in the making!
“Digital Storytelling is the modern expression of the ancient art of storytelling. Digital stories derive their power by weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, experiences, and insights. Tell your story now digitally."
Leslie Rule, Center for Digital Storytelling
"As a pedagogical technique, storytelling can be effectively applied to nearly any subject. Constructing a narrative and communicating it effectively require one to think carefully about the topic and the audience's perspective." Read the full Educause article, 7 Things You should know about Digital Storytelling.
TeachNet provide examples of digital stories using Photostory and ideas for new creation. Producing a storyboard encourages learners to think and plan sequentially, decide on what needs to be communicated and what visual images will convey the message. If learners are working in groups they would need to develop negotiation skills and work collaboratively for the successful production of a slideshow.
Why not look at the StoryBoard Cookbook to develop storyboarding techniques and see how teachers have used this type of activity with learners?
LIFEWISE is an innovative anti-gun and knife crime collaboration involving over 200 young people from South Thames College, Wandsworth City Learning Centre and 6 secondary schools across the London Borough of Wandsworth.
" 200 young learners across the borough of Wandsworth have been equipped with smart phones that allow them to capture digital images, MP3's and videos to work on projects that reflect the main theme of tackling gun and knife crime and gang culture."
There are many web-based photo sharing websites but sites such as Flickr receives and organises your photos and videos via email or by using Shozu application on the mobile phone. If you have a Moblog account you can choose to upload photo and video files by MMS (Multimedia Messaging Service), SMS (text messaging) or email as well as by the Shozu service.
Flickr allows learners who are studying art-related subjects or digital photography to share photos and receive peer and tutor feedback. Learners on a field trip could work collaboratively to create a visual summary of the experience and discuss each photo once back in the classroom.
This EduCause document '7 Things you should know about Flickr' discusses the value of using photo-sharing sites for teaching purposes.New projects, photographic ideas and techniques are announced on a regular basis.
The majority of images on Flickr are stored under Creative Commons Licence -so always check before using others' photos. But the Flickr Make Stuff section suggests ways to use shared images into products such as Moo Cards or Cubes.
A Channel 4 project PictureThis is a great way to get budding photographers excited and engaged. PictureThis is a site for anybody who wants to improve their photography skills while helping other people improve theirs.
For any visual learners and teachers why not consider all of the Periodic Table of Visualization Methods. A super display that makes you consider the tremendous value of a visual image.
Video
Put a video into a learner's hands and they quickly become creators of moving imagery - producing evidence of what they can do for their portfolios or to capture a tutor demonstrating a technique or skill, so they can view again and again. Video can provide this opportunity for review but it can also provide an exciting way to deliver multimedia content to learners that can be available to carry on their mobile devices.
For the fitness experts and IPod owners a free trial of IWorkout for IPod provides a few videos for download. "The ultimate digital fitness trainer for IPod"
Surely a good way to encourage some learners to get fit?
Visit Moleshare to find videos previously created by practitioners. This Hair Plait video, developed by Salford College, is just one of many videos in flv, avi or mp4 format available for free download.
Although all you need is a video camera to get shooting Qik now provides a video streaming service straight from your phone to share with others across the web. Streaming video, until recently, has been an expensive option to request especially in educational institutions but services like Qik offer a free way to produce short videos that can be streamed direct to your waiting audience.
The University of Aberdeen has produced interactive 'Interview Videos' and 'Fish Identification' animations which show the powerful advantage of using moving images.
Why not ask your learners to create 1-minute movies? View the BBC One-Minute site for inspiration. They say that at a job interview we make an impression in under 1 minute - surely this activity would provide good practice?
Stratford upon Avon College have used Archos 705 devices to help a group of adult learners with learning difficulties remember a set of instructions. The tutor has produced several short video clips showing demonstrations of a craft technique. The learners can replay as often as they like to see a visual reminder how to produce an item of craft or other similar practical task.
The video library, VideoJug, has a vast range of 'how to do' instructional videos which can demonstrate the power of a video. The 'How to Make a VideoJug film' gives good advice and video tips.
Why not ask your learners to plan and create an instructional film? By working collaboratively in groups learners can develop effective communication and negotiation skills and approaching the task using task-analysis will develop good sequencing skills.
For ideas and suggestions for using video read You Tube in the classroom. This YouTube video shows how to replace windscreen wipers on a car. Can you think how this video could be used with your learners? (regardless of whether they are studying Motor Vehicle Engineering!)
And if you find a suitable video and show it to a group of learners why not pause and ask 'what will happen next?'.
Did you know that prediction sits high in Bloom's taxonomy - encouraging learners to judge what is being presented to them? Learners could be asked to justify their decision and recommend at least courses of action for the video sequence.
Sony Ericsson phone users can use software called VideoDJ™ to become creative while they're on the move. Motor Vehicle Engineering students at East Berkshire College collect video evidence in the workshop and at College and use the VideoDJ software to add text and voice overlay before sending the file to their tutor.
IT learners studying use of databases could engage in this whodunnit 'Who Caught John Blade?' - a flash movie that presents a crime to the audience with the option of making the experience interactive. Questions are posed to the audience at key points in the story when Oracle technology is being used by law enforcement agencies attempting to apprehend a suspect. Clicking on these questions loads a "debrief" video that explains the core pieces of technology in use.
Without Oracle Technology, why not create this type of film using video footage and Windows Movie Maker or JumpCut
Plasq's Comic Life software is great fun. It comes bundled with speech bubbles and 'sounds' to create a cartoon strip. Strips could represent interview techniques, health and safety awareness, how to communicate in certain scenarios and much more.
Comic Touch has been released for the iPhone and iPod Touch so if you're out and about you can add speech balloons and captions to your photos, then email the results to your favourite webspace.
Teaching with Comic Life provides learning outcomes and suggested activites and, if you're a Windows user, there is a Windows Comic Life download available too!
Video casting or webcasting has become popular with an increasing number of cameraphones. Why not view the Xtreme Webcast - a trip to the Matterhorn by several students who wished to document their journey using cameraphones, webcasting and live chat. The Matterhorn Webcast describes the devices, the cluents and the servers that were needed in order to make the astounding learning experience for everyone involved.
Head cams can also support mobile learning as the device can capture video or still images while the learner remains hands-free. Chichester College's Motor Vehicle Engineering students use industry-standard web cams to capture evidence as they work under a vehicle or in tricky places for a tutor to see what the student is doing.