I have learned in previous classes and Internet research that the majority of students prefer to learn visually. Therefore the integration of video into the classroom is an important tool that teachers can deploy to help their students learn. However, much like any tool in the shed, video can be used poorly and its effects can have a negative effect. In this blog entry I will discuss some of the challenges faced by teachers that are willing to incorporate video dynamics in their classroom.The biggest legal challenge to implementation of video in the classroom will be copyright concerns. Most traditional classrooms and school districts have video libraries where they house and distribute purchased copies of media on all subjects. The online educational world may not have the same freedoms. Many online schools will need to subscribe to video services in order to digitally access licensed media. Video media found on the Internet is also protected by copyright law as well as programming taken from the television. Guidelines are set in place that educators are asked to meet that allow fair use of a program for 45 days post broadcast. (Smaldino p. 248) Video media on the Internet is more available than ever with the advances in HTML 5 media technology and the ability to share video media via social networks. It is up to teachers to become familiar with and remain knowledgeable about copyright laws in order to make the virtual classroom a dynamic place to learn.
The next challenge to online teaching with video is working with students with disabilities. For example, students with visual impairments may have to have the use a technique called descriptive video where the video image scene is described to them as the video is playing. (Smaldino p. 244) Additionally, students with hearing disabilities would need to have close captioning or receive a hardcopy of the text or script included with the video (Smaldino p. 243) Closed captioning is a service that not all video media uses especially if the video is an original creation that the teacher might create. In this case the teacher should choose to include subtitles in their video or have a printable hardcopy of the text to go along with their presentation.
One of the largest time consuming challenges that a teacher will face when selecting video for the classroom is previewing the video in order to select short segments that are content related instead of showing the entire video. Video segments should be between 8 to 12 minutes at any one time and shorter for younger students. (Smaldino p. 246) It is undeniable the power moving pictures have to capture the attention of the viewer, however the double edge sword to that is the children's attention spans may be played out well before the essential content of the video is presented. It is more beneficial for the student if video media is used in short bursts and used in conjunction with other media in order to reinforce a concept or idea. This is the concept of Multimedia education that I was taught 20 years ago in my under graduate classes and it still is relevant today. Therefore the teacher must pay their due diligence and preview video media sources in order to select the best and most meaningful segments to display.
Video media is an educational juggernaut if used correctly. As I watched one of the video clips in the Multimedia Resources section of this week's lesson, students appear to be very interested in viewing actual moving pictures that inserts them in the time and place of the characters or subjects they are watching. (From the video: Choosing Media-- http://digital.films.com/play/RGHWDN) Several students were seen in the clip talking about how much better Mr. Soandsos class is because he uses video segments instead of just pictures. True testament to the power of video media.
Photo Credit: http://www.chromedata.com
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