Learning by

Visualizing With
Technology:
Recording Realities
With Video
 Broadcast TV
vs
Videography Television
Television broadcast began in the
United States in the post-World War II
years.
It revolutionize the way that Americans
entertained themselves.
In 1950s, Educational Television
emerged as several universities began
offering telecourses.
In 1960s many college courses began to
be delivered exclusively by television.
During 1960s and 1970s, the scope
of ETV expanded with the
emergence of Public Broadcasting
System.
During this time, telecourses
become miniseries which began to
exploit the capabilities of the
medium, focusing less on college
courses and more on public
information, news and cultural
programming.
The Case for Television
Although much of the content of
commercial television is deemed
vapid, vulgar and violent, television
also supplies us with rich collection of
cultural, informational and
educational programming.
Hundreds of instructional programs and
thousands more are available on video
cassette.
Instruction and educational programming,
such as Sesame Street and 3-2-1 Contact
from the Children’s Television Workshop,
employed teams of learning psychologist,
educators, and television producers to
design and produce the best educational
programming possible.
Implicit limitations to
the effectiveness of
television
1. The way television programs were
integrated into the classroom.
2. The ways that children viewed
television messages.
During 1970s, many educational and
children advocacy groups, such as Action
for Children Television, developed and
promoted critical viewing curricula to
ensure that junior and senior high school
students did not just watch the television.
The Case Against
Television
The reason that student do not
successfully learn from watching
televised instruction is that they
are not mentally engaged by it.
According to Solomon (1984),
learners thought that learning
from television is much easier
than learning from reading, so
they did not try hard as watching
television programs.
Solomon’s research has been confirmed by a
considerable amount of reading research.

Beentjes and Van Der Dort (1998) reviewed a

great deal of international research, concluding
that television’s negative effects had the
greatest impact on advanced cognitive abilities
needed for understanding, and that television:
• Displaces leisure reading
• Requires less mental effort than reading
• Reduces children’s attention span and
tenacity in solving problems.
Video production requires the application
of a variety of research, organization,
visualization and interpretation skills,
similar to those engaged by producing
multimedia.
 The Case for Video
Producing videos requires learners to be;
• Active
• Constructive
• Intentional
• Cooperative
to solve numerous decision making problems
while solving design problems associated with
production.
Producing videos engages critical and creative
thinking in order to plan and produce
programs.
Additionally, according to (Valmont, 1994)
there are variety of social values of producing
videos in schools:
• Improving students self confidence by
planning, producing and sharing video
production in class.
• Producing feelings of self satisfacion
• Providing valuable feedback to students
about how others perceive them.
Producing videos engages critical and creative
thinking in order to plan and produce
programs.
Additionally, according to (Valmont, 1994)
there are variety of social values of producing
videos in schools:
• Fostering cooperative learning while sharing
ideas, planning and producing programs and
evaluating outcomes.
• Proving great public relations at open houses
and other school functions.
Video Hardware for the classroom
Using video to engage meaningful learning
requires three things:
• Imaginative students willing to take chances
• Ideas for how to engage them, and
• Some equipment
In 1960s and 1970s, producing educational
television producing educational television
program requires teams of directors, engineers,
camera operators, lightning technicians and
host of others to run the bulky expensive
production equipment.
Today, an entire studio of equipment has
been crammed into a single small box, the
video camera or camcorder.
Camcorders
- are portable electronic recording
systems that are capable of recording live
motion video and audio for later replay by
VCRs (Video Cassette Recorder) or
computers.
Most camcorders today record images
digitally. Rather than scanning line by
line, light values for each pixel on the
screen are registered digitally in
memory
Recreating the image is a matter of lighting up
each pixel on the screen. Most digital
camcorders feature the following.
• Zoom lenses with electronic zoom controls
up to 500 times magnification and optical
zoom up to 25 times magnification for sharp
and clear images.
• LCD video screen for viewing the subject
while recording, as well as playback and
editing of previously recorded material
• Video cassette recorder with record, playback,
fast forward and rewind controls and playback
through the view finder.
• High video resolution range (200k-500k pixels per
frame)
• Built in microphone, CD quality sound (PCM
stereo digital audio recording) and external
microphone input jack.
• Various shooting feature, including time lapse
(setting specific time intervals), slow motion,
wide screen, remote control, self timer, still
image capture
• Rechargeable NiCad and lithium ion batteries for
shooting without electrical outlet, battery charger
and AC adapter.
• Automatic and manual video controls for
adjusting exposure, shutter speed and white
balance.
• Separate connection jacks for inputting and
outputting audio, video or playback through
regular TV.
• Character generators, known as titlers, for adding
titles or text on your video. Date and time stamps
which record the date and time on the video
• Autofocus and image stabilization
 Projectors and Televisions
Although most camcorders are capable of
playing back recorded videos in the viewfinder,
viewfinder is limited to a single individual.
Learning through video is completed when
students can critique and reflect on their own
productions, so you will need to acquire a large
television set or LCD projectors for playing back
students production in classes.
 Editors
Most video today is shot “on location”.
Camcorders enable student to roam and shoot
freely on different locations and after they are
done, they end up on large numbers of
disconnected scenes. In order to arrange those
disconnected scenes, video sequences must be
arranged. With analog video, you will need a
video editor with at least two VCRs and TVs to
perform the edit functions.
The process of video editing via iMovie
1. Connecting a Mini Digital Video camera to your
computer
2. Importing video
3. Editing video
a. select video
b. arranging video clips in movie
c. transitions
d. titles
e. adding video effect
f. adding and editing audio
The process of video editing via iMovie

4. Exporting
a. exporting to the camera
b. saving movie as Quick Time file
 Microphones
Video cameras has a built-in microphones
which could record sound coming from all
direction called omnidirectional mics.
 Video learning activities
Jasper and Scientist: Anchoring Instruction
• Learning activity
• Learning process
• Problem-solving process
• Teacher roles
 Learning activity
Engages student in the process by creating
what they call macro context.
 Learning process
The primary characteristic of meaningful
learning is that it exemplified in anchored
instruction that it is authentic.
 Problem-solving process
To solve complex problem, student must
construct models of the problem in order to
solve it. Modeling problems is also a
characteristics of expert problem solver.
 Teacher roles
In order to support solving anchored problems,
the teacher functions as coach.