Video
From LTCWiki
Today's Session
- Overview of video use online
- Examples of video use: OCC and PLE conference
- Finding and using video: the benefit of OERs
- Creating video: hardware, software, and hosting
- Video Editing software
Contents |
Overview
The last decade has seen the web transition from a text-based medium to a multi-media platform with audio, video, and greater interactivity. For educators, this presents a great opportunity to add to diversity and variety to courses.
While video-taped lectures have been common on university campuses for decades, the increased bandwidth available to most computer users has opened the door for a new approach to extend lectures - enabling learners to view missed (or not fully understood) lectures at their convenience. For example the LTC recently hosted a Personal Learning Environments Symposium. The video recordings from the session are now available for online viewing - a means to extend the conversation and make others aware of the critical conversations occurring within the LTC. Additionally, the recent Online Connectivism Conference was recorded by several participants, and the presentations uploaded to YouTube.
The ability to create and share video resources has entered mainstream society - a computer, video camera, and internet connection are essentially all that's needed to get started. Online video editing, hosting, and sharing tools are available without cost (or, in some cases, a small fee).
Educational Uses
Video offers a variety of uses, but as with audio, it's important for educators to consider the nature of the medium before adopting a particular approach to teaching. For example, lectures should be offered in shorter lengths. It is rare to see YouTube videos exceeding 10 minutes in length. The goal for educators is to use the medium of video based on its strengths, rather than attempting to force video into a classroom model (i.e. 50 minute lectures). An additional concern with online video - and often seen in early generation conferences and recordings - relates to audience participation. Questions and comments from audience members needs to be captured (via microphone or repeated by the presenter) in order to ensure that the audio is available to those who view the archives.
Uses of video:
- Short demonstrations
- Incorporate video from experts
- Incorporate video developed by other institutions/organizations
- Add recorded presentations of conferences (like TEDTalks) as curricular resources
- Pre-class videos to place future lectures into context
- Use videos to review key concepts discussed in class (for learner review or to augment lectures)
For many educators, the first stage of video use in courses will come not through creating recordings of their own lectures, but instead by linking to video resources offered by conferences, events, and institutions. Professional video is still prohibitive for wide spread adoption at a class recording level. Even educators who have no intention of recording and editing video will benefit from using video hosted by others online.
While perhaps not fully under the umbrella of "video", the use of desktop capturing tools (like snaggit, camtasia) does allow an additional support function for detailing certain tasks or skills.
Video creation
Video creation is the only aspect of online video that requires additional hardware. A desktop camera (starting at around $35) can be used to capture "talking head" video. A digital video camera (starting at $750) can be used to capture video of lectures, labs, documentaries, or videos. If a professional video crew is used - as with the recording of the PLE Symposium - the recording can capture additional aspects of the lecture hall - powerpoint notes, participant reactions, etc. Recent Mac Books have a video camera built into the computer (and include the required software for editing video).
More recently, low-cost recorders (such as Flip Video) place the opportunity for video creation in the hands of faculty members. For example, a Flip recorder can be used to capture short demonstrations, lab set up procedures, mini lectures, interviews with conference presenters/attendees, etc.
Desktop video recording can be used for short lectures or demonstrations. Most external or internal webcams will have necessary software available for recording and minor editing. Software such as Articulate Video Encoder provide additional editing and conversion options, which can then be incorporated into Articulate presentations. Camtasia and related screen capture software can also be used for video recording.
While beyond the scope of this workshop, video streaming has important opportunities for universities - as a means of extending the existing delivery of courses and classes, and as a means of bringing in outside experts.
Video editing
Video editing is generally done with desktop applications (such as iMovie). As with most software today, web-based services are now available. A few examples include:
Video sharing/hosting
The video sharing space is populated with numerous providers - generally supported by advertisers. The leader in the online video sharing market is YouTube. Other integrated services - such as Myspace have added video sharing to their sites as well.
Other online video sharing sites include:
UStream Ustream.TV is the live interactive video broadcast platform that enables anyone with a camera and an Internet connection to quickly and easily broadcast to a global audience of unlimited size.
Video Searching
Educational Video sites
Stanford Engineering Everywhere
Planning for Video Use
Budget
Expertise
Resources and help needed
Video work
Editing and selecting
Sequencing and presenting your product
Sharing your work
Storyboard Storyboarding - Wikipedia
Additional Resources:
Video Education: Free Online Learning Resources Mini-Guide
The UM has a streaming server which can host and provide on demand access to your video files. More information at http://umanitoba.ca/campus/ist/cms/real/index.shtml
