Dr Michael Wesch and his students from the University of Kansas participated in a digital ethnography project on YouTube community in the spring of 2007 as part of their anthropology class and produced a 3-5 minute video. What would you consider the value understanding the YouTube environment and its individuals? Would it provide one with a greater understanding of the scope of human interaction? Would this be valuable to teachers and understanding the digital natives? Your comments are appreciated.
Please check this website and one of the many videos of the project.
I use UTube and TeacherTube to add educational and inspirational videos to my faculty development blog. I also use it to illustrate concepts that need visual representations (see my wiki for this session http://technologyactivelearning.pbwiki.com/) All of these are fairly passive uses for the learner.
When I taught in a more formal setting, I had students create videos regularly as part of the students English and work ed classes. I found it to be a really powerful way to give students a voice in the class. UTube would have allowed them to share that voice with family and friends.
I suppose to finish one instructional video on marketing mix next month. I need some interesting promotions to put. This is for my University purpose.What is the best palce to get some clips? …..
Have you tried YouTube?
What a great project. I have a few questions.
First let me tell you my interest/background. With the start of the new academic year I have been testing a vodcasting site that - in the longrun - will get students accustomed and into the blogging and Web2.0 sphere.
But because most of my students come from developing countries the previous experience with either multimedia or computer literacy is very different.
The vodcasting blog is still in its infancy, so we started with examples of movies that show students. This was necessary to give them an idea of the possibilities and get them into it.
Did you provide students with tutorials on how to make movies, or what web2.0 is all about?
What was the initial computer/multimedia literacy of the student groups?
Do your students have a specific Web2.0 or multimedia class prior to this course?
I saw you will be co-moderating the seminar on developing countries? I am looking forward to that.
thank you for sharing your experience
The site was build to be used by students of ITM or partner institutions. We wanted to offer the concept of vodcasting as one of the extra's that could be learned.
Your offer is very tempting though. What kind of an involvement did you have in mind? Maybe we can develop a plan?
Let me know your thoughts. If I remember correctly you have projects with remote areas? Do you work with Local Area Networks in those areas?
Thank you for introducing your project. I have only began the process of implementing video into my classes. I use Moodle where it is quite easy to embed videos. I choose videos from YouTube or TeacherTube for my students to watch and respond to. My choice of videos depends on the themes and subjects discussed in class. I find audio presentations very dry after using video. My goal is to get my students to produce their own videos.
I am looking forward to "seeing" you at the seminar.
I am hopeful that in 5-10 years this will be a moot point as the technology will catch up with us ... but anyone have insights at this point on best ways to deal with this?
Thank you for joining in the discussion. I am not sure whether I understood you correctly. Are you showing concern about the legal aspects of using video for instruction?
Accessibility issues for videos are something we have worried about, as captioning is something that not everyone can do easily - it takes time and has to be good - There is a free captioning tool available from NCAM - Magpie
EASI have provided training courses on the subject of making multimedia accessible and there is a very useful website called 'Skills for Access' that provides useful ways of making many multmedia items accessible as does Webaim.
JISC have just published a project report with a series of Learner Voices using videos and they have taken a different route to make them accessible. An additional Word file with a summary and verbatim text. (on the CD the summary also includes snap shots so you know where you are in the video.
Hope this helps - best wishes E.A.
a) philosophy - does it make sense for a public institution of higher education to absolutely require all web-based instructional media to be fully accessible?
b) scalability and outreach - to the extent that we do try to reach every professor to inform them about accessibility concerns/requirements, resources, tools, and techniques, how do we do so without scaring them away from incorporating rich media into their online resources?
What would the service model look like that enables large numbers of faculty just dipping their feet into the realm of rich online learning resources and activities to do so successfully and in compliance with accessibility rules/guidelines?
Jim - Please may I pass your question on to the ATHEN (Assistive Technology HE network) as we are just debating the issue and trying to come up with some guidelines! It is a real quandary and TechDis and many other UK organisations have started to look at it in a much more holistic way. We know there are so many pluses for using rich media and I am enjoying exploring the issues with disabled students on the LexDis project so will be able to discuss it much more fully in a years time! So far some are really making use of all aspects, but others are struggling to cope with the mass of data and tend to stick with traditional methods of studying - in much the same way the lecturers cope with the new ideas!
Best wishes E.A.
Many are seeing this accessibility push within the CSU as an opportunity to introduce the concept of Universal Design for Learning (UDL) to faculty. My concern is that perhaps the two may conflict rather than complement one another.
If a faculty member wishes to add rich media for students to use, in general that seems like a positive thing with regard to UDL. Offering a variety of presentations of content and ways for students to engage with that content is a cornerstone of UDL.
But if faculty are stymied by accessibility regulations, my concern is that they will simply choose to continue business as usual, focusing on text-based PPTs and lectures as the primary mode of communication.
If UDL is the focus, then rather than trying to create literal captions/descriptions/transcripts of all rich media - especially as that media gets further away from talking heads, doesn't it make more sense to consider the needs of text-oriented learners who wouldn't be able to access the rich media, and produce a different learning object which more effectively addresses their learning needs?
In Canada, the definition includes a statement about "reasonable accommodations" so there is a need for universities to define what is reasonable. Blackboard and Dreamweaver for example have built in accessibility tools that are easy to use and meet W3W standards. I would expect all designers of web courses to use those. For more information in this area, see a previous discussion on SCoPE about accessibility.
The question of how to encourage 'large numbers of faculty (to dip) their feet into the realm of rich online learning resources and activities' can seem a little less threatening if we approach it from the angle of students' rather than the teachers' activity. For example, if the students are happy to experiment with the new media, then perhaps they can be the ones who use/ generate/ create the online resources and undertake the activities. As an example, requiring students to 'present' their responses to an issue or a question can give them freedom as to how they choose to do this. Some will probably still submit a piece of text such as an essay, but others may compose using a blog, a video shared on YouTube, or a model shared on Google Sketch-up's 3D warehouse.
Then the teacher doesn't have to do the 'serious' engagement, but the students do.
Just a thought,
I have to say accessibility and usability issues are the reason why I want to experiment before committing to some of the Web 2.0 applications. To test the ease with which students can add materials as well as read or download them once they are on a website.
Best wishes E.A.
As you suggest, it is the teachers' teaching paradigm that can limit the usefulness of the tools. My daughter's current teacher invites the students to present their research however they like - the research and the reflections are the important part not so much the presentation.
In response to your second para, these projects are no more subject to the accessibility requirements that other students' works, such as the cardboard and glue models or posters that other students made. They were not designed to be presented to the class, just marked by the teacher.
The deeper issue with my daughter's experience is she is extremely dyslexic and has tremendous difficulty writing essays. She dropped out of school in Grade 11 because she was fed up with not getting the accommodations she needed in math and science. LD advocates in Saskatchewan use her story to lobby the government for better accommodations.
Teachers who allowed her to create projects to express what she was learning were consistently impressed with the research and thought that went into her work. Other students who saw her projects stopped treating her as if she was incompetent and wanted her on their teams. Teachers who insisted she conform to traditional class norms considered her to be a marginal student at best.