Reflection 3: Week 4

Reflection 3: Week 4

This week I have chosen to reflect on the use of Digital Videos and how they may be used within a blog. I have embedded below a video I have previously uploaded to YouTube, How to make an Oreo Cheesecake. This is an example of a procedural text, and would be a good example of a final product to show learners. To edit this video I used Premiere Pro CC. This video editing program enables a wide variety of editing functions. Multiple clips can be added to create a whole movie. Users are able to edit both the video and sound within a clip. These are all selected and edited using the timeline. This can be seen in the screenshot below. 

The following is a list of some examples that can be carried out on Premiere Pro CC. 

•  Both videos and photos may be added. The area of the screen in which these appear and their size. For example a split screen may be created with 4 different images at once displaying.
•  Adding voice overs, along with changing the pitch and speed of these.
•  Cropping videos and sound to remove unwanted footage and sounds.
• Altering lighting to make darker scene easier to view, or even changing the mood of a video.
•  Sound effects or music may be added to enhance the video.
• Adding titles with different fonts, colours, sizes.
• Different video transitions can also be used.

(Screenshot of Premiere Pro)

Schwartz and Hartman states, “This footage rarely makes a self-contained video story, but when embedded within a multimedia environment, it can be used in many creative ways to encourage learning interactions” (Schwartz & Hartman, n.d., p1). Therefore, the use of video editing within the classroom can allow learners to incorporate so much more than just a simple video. Below is a diagram that clearly demonstrates the numerous outcomes that can be achieved through using videos within the classroom, and in turn as a part of a blog.

(Schwartz & Hartman, n.d., p7).

Using the first stage of the SAMR model, “Substitution”, which simply substitutes the use of technology for the purpose as without technology (Schrock, 2015). In my future classroom learners would be able to complete tasks such as guided reading, identifying sight words and identifying shaped display on a video as a part of a blog. The screenshot below is another example of Substitution. The learner has written her addition sum as a part of the video (Emma’s Learning, 2015). 

(Emma’s Learning, 2015).

Using the second phase of the SAMR model, “Augmentation”, learners will use digital videos to enhance the way that their work is created or presented (Schrock, 2015). For example learners in my future classroom could film their presentation, and then allow this to be viewed by the class, and filming and explanation of their work. Another example of this is the screenshot below. This is video a learner has created. She has written her spelling words and also stating how to spell them.

 

 

(Allie’s Learning, 2015).

Using the third phase of the SAMR model, “Modification”, learners use digital videos to complete tasks that no longer just allow “functional improvement”, but also add whole new elements that were previously unachievable (Schrock, 2015). For example learners could complete tasks such as creating a news report, writing and filming a narrative (also using sound effects and voice overs), filming and narrating a science experiment. Below is a screenshot and link to a year 2 class’ informative text about using their class blog. This included images, videos, and learners talking about the blog, screenshots of example blog posts, text and title cards (MrsMullerGrade2, 2013).

(MrsMullerGrade2, 2013).

Using the fourth phase of the SAMR model, “Redefinition”, as was explained in last week’s post learners will complete tasks that evolves the way in which they have previously worked in the classroom (Schrock, 2015). For example learners could complete tasks such as creating a vlog (video blog) of an excursion, creating a video ad about a toy and film an interview with parents or guardians.  

Works Cited:

Allie’s Learning. (2015). Words I mastered. Retrieved from

http://allielearns.edublogs.org/2015/06/17/words-i-mastered/

                  

Emma Learning. (2015). Suns. Retrieved from

http://emmalearns.edublogs.org/2015/06/01/suns/

MrsMullerGrade2. (2013, May 16). Class blog advice!!! [video file]. Retrieved from

https://www.youtube.com/watch?v=NHnzXRNF4FY

Schrock, K. (2015). Resources to support the SAMR Model. Retrieved from

http://schrockguide.net/samr.html

Schwartz, D. L., Hartman, K. (n.d.). It is not television anymore: Designing digital video for learning

and assessment. Retrieved from http://aaalab.stanford.edu/papers/Designed_Video_for_Learning.pdf