Introduction
This week I explored Images, audio and video tools. In the
modern classroom multimedia is one of the most important affordances of
e-learning. Multimodal learning is more effective than traditional unimodal
learning, which uses a single mode or strategy (Eschoolnews, 2015). Recent
studies have show that combining audio and images with text enhances learning
significantly by engaging our sensory and working memory (Eschoolnews,
2015). As teachers, it is highly important our students and ourselves are media
literate and that we utilise multimedia to the best of out ability within the
classroom and create multimodal activities.
Technical Aspects Of
Images, Video and Audio Tools
Images, audio and video tools can transform unimodal lessons
into multimodal and in conjunction with the SAMR model they
can create lessons, which engage students and promote higher order thinking.
These tools can be easily accessed and utilized via computers, tablets, Ipads
and smart phones. Images can be used in a variety of ways to engage learners
such as, taking pictures of students’ work, getting students to create their
own images or presenting images to introduce a new topic. Images can be a very
powerful teaching and learning tool on their own and websites such as Flickr
can be used to share images. Audio can be used within the classroom via
podcasts or students recording their voice and embedding it to a Voki. Some
students may need to be assessed using a recording device, as they may be
unable to write. Podcasts and audio can be simply accessed and created using
computers, tablets, Ipads and smart phones. Digital video is highly effective
as a teaching and learning tool as it can combine images, audio and text. According to a research
study by Kearney & Shuck (2006),
“digital video has a range of common usages in schools, in particular for communication,
observation and analysis, and reflection” (Moodle, 2015). Students can watch videos
to learn about a topic, or create their own videos at the end of a topic to
show what they have learned. Video can be created using computers,
tablets, Ipads and smart phones and digital
cameras and edited on programs such as IMovie. Videos can be easily uploaded
and accessed using websites such as YouTube or Vimeo.
Images PMI
Plus
|
Minus
|
Interesting
|
·
Can promote ICT skills
·
Can be used to engage students
·
Can promote higher order thinking if used in the
right context, such as a scaffolded activity analysing an image or the
creating of images.
·
Benefits visual learners
·
Can be used to spark a class discussion or
debate, for example showing images of historical events such as the
holocaust.
|
·
Copyright issues
·
Users have to be careful about posting images of
others without their consent
|
·
“Pictures can speak a thousand words” it can be
interesting to see how one picture can engage the emotions of viewers. Images
can be very useful for engaging viewers in a new topic.
|
Images in
relation to the SAMR model
Substitution
|
Augmentation
|
Modification
|
Redefinition
|
·
Images of certain events to document the journey
without the need for written text, such as a school excursion.
|
·
Students access Flickr to see others images.
|
·
Students take pictures and upload them to Flickr
for other to see and comment.
|
·
Students create a powerful image using text on
websites such as Wordle.
|
Audio PMI
Plus
|
Minus
|
Interesting
|
·
Beneficial for auditory learners
·
Teacher can use students recordings for
assessment purposes
·
Students can easily access vast array of podcasts
online using tables or Ipads
·
Develops ICT skills
·
Students can create and share your their own
podcasts
·
Beneficial for learners in need of support, as
they may be unable to express their knowledge or learning in writing
|
·
Can be less stimulating than images or videos
·
Can be limiting with what can be done with audio
i.e. editing, sharing
|
·
Audio recordings can be very useful for assessing
students who may struggle with writing
|
Audio in
relation to the SAMAR model
Substitution
|
Augmentation
|
Modification
|
Redefinition
|
·
Students complete assessment by recording
answers.
|
·
Students create their own podcast.
|
·
Students share their podcasts online and receive
feedback from peers
|
·
Students listen to a particular teacher podcast
at home before a lesson so they come more prepared.
|
Video PMI
Plus
|
Minus
|
Interesting
|
·
Beneficial for auditory and visual learners
·
Students can create videos easily with a range of
devices such as computers, tablets, Ipads and smart phones
·
Develops ICT skills
·
Highly engaging for students
·
Actives
sensory and learning memory
·
Promotes higher order thinking if an activity is
scaffolded correctly
|
·
Copyright laws
·
Inappropriate videos may be viewed
|
·
Combining literacy and ICT’s such as video’s can
be highly stimulating and beneficial for students learning as it incorporates
and strengthens students literacy skills and ICT’s skills and provides them
with real life skills
|
Video in
relation to the SAMAR model
Substitution
|
Augmentation
|
Modification
|
Redefinition
|
·
Students watch video of a lesson.
|
·
Students improve their reading whilst watching a
video with audio and text
|
·
Combine audio, visual and text to create a movie.
|
·
Lessons can be conducted online for students who
may not be able to attend school
|
Conclusion
After
analysing each technology it is evident that images, audio and videos can all
be used constructively within the classroom. Although, when comparing the three
as teaching and learning tools it is clear that videos are the most beneficial
for students learning and engagement. Students can combine audio, visual and
text to create or engage with a video. Watching and creating videos can engage
the students in higher order thinking and cognitive constructivism providing
the teacher scaffolds the activities in an appropriate manner. For example
students can be given a task to research a topic, write a report then create a
video of their findings whilst utilising, podcasts, recording and images. This
task engages higher order thinking and also engages students in a process
called transduction. According to Kress (2003), “Transduction is a process in
which something which has been configured or shaped in one or more modes is reconfigured, reshaped according to the affordances of a quite different mode”
(ACU, 2015). Images, audio and videos each have their place within the
classroom and teachers must have a sound knowledge of this multimedia so they
can incorporate them into the classroom and create multimodal activities. Evidence of Exploration of Technology
Images: resized and uploaded an image to my blog - http://jessemiller182.blogspot.com.au/2015/08/today-i-discovered-how-to-resize-image.html
Audio: recoded my voice and uploaded to a Voki which is embedded on my blog - http://jessemiller182.blogspot.com.au/2015/08/blog-post.html
Video: Created an educational video which was uploaded to YouTube - https://www.youtube.com/watch?v=6fKy9EVjKBc
References
Acu.edu.au,.
(2015). ACU (Australian Catholic University) - national, public and
not-for-profit. - ACU (Australian
Catholic University) - ACU (Australian Catholic University). Retrieved from
http://www.acu.edu.au
Eschoolnews.com,.
(2015). Analysis: How multimedia can improve learning | eSchool News |
eSchool News. Retrieved from
http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning/
Moodle.cqu.edu.au,.
(2015). CQUniversity Login. Retrieved from https://moodle.cqu.edu.au
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