Exploring Teaching & Learning through Video…

Digital Storytelling

One of the most influential courses I took in the program was cultural investigations and technical representations in Education.

This summer, I started an exploration into the Learning Design and Technology Degree by taking ECI 513: Teaching and Learning with Digital Video

Course Objectives:

Students will examine and describe current trends in educational and popular video usage by age, device, and other metrics. Students will examine conceptual frameworks for digital video outcomes commonly supported and select outcomes most relevant for their discipline
Students will examine popular pre-existing video types for applicability and relevance to their discipline (e.g., documentary and film, expert talks, advertisements, television, news, online tutorials).
Students will examine, practice, and apply critical viewing strategies thought to support cognition and learning during the viewing of pre-existing educational video (e.g., pausing, social talk, highlighting, note-taking, quizzing, tagging).
Students will apply the critical viewing strategy of quizzing by layering relevant questions on top of a pre-existing video source to better engage learners.

Students will examine participatory approaches to student video production that support social justice education and list example outcomes or student stories that can be elicited through these approaches.
Students will examine participatory approaches to student video production that involve sharing produced videos in public spaces online (e.g., vlogs, personal YouTube channels, social media).
Students will design and discuss original participatory approaches applicable to the diverse students in their own classrooms.
Students will examine common filmmaking techniques to produce aesthetically pleasing video, critique existing video for the presence/absence of these techniques, and apply techniques to their own video productions (e.g., documentary interview).

Students will examine tools and approaches to bring the world into their classrooms through Web-based broadcast or live video (e.g., using Zoom to tune into a live webinar, using Skype to communicate with remote classrooms, using Google Hangouts to speak with a remote expert).
Students will examine tools and approaches to bring the world into their classrooms through virtual and augmented realities and green screen projects.
Students will apply the keying technique in an original green screen project to replace a static background with a relevant image or video that virtually takes the production to a manufactured place.

Students will examine cases of instructional video and note design decisions that rate as “good” versus “room to improve.”
Students will examine and describe applications of the flipped approach to learning that relies on recorded instructional videos viewed as homework, leaving more time for active application of concepts in the classroom.
Students will describe and apply common techniques to create an instructional video including screencasting, light boarding, and animating (manually, computer-generated).