http://emmataylor411.wikispaces.com/home
I feel that facilitating students to create a movie can greatly
improve engagement and learning in the primary school setting (CQUniversity Australia, 2012). We were asked to justify how teachers can facilitate students to utilise video to create, present, communicate, summarise and evaluate. Students can be facilitated to use video to create a number of helpful learning activities from art to a step by step process, presented in the form of a digital video (CQUniversity Australia, 2012). Students can be encouraged to present assessment in the form of oral
presentations or drama presentations in a movie (CQUniversity Australia, 2012).
Students can be encouraged to communicate through the use of movies by using forms of self expression or focusing on sending a particular message (CQUniversity Australia, 2012). Students can be encouraged to use movies to summarise or provide a brief overview of a learning topic (CQUniversity Australia, 2012). This also leads to a deeper understanding of the topic as this is required to provide a topic summary (CQUniversity Australia, 2012). By being involved in the movie creation process, students will develop the tools to evaluate this process in the future (CQUniversity Australia, 2012). It can also promote reflection as well through observing their movie after completing it (CQUniversity Australia, 2012).
A teacher can improve learning outcomes with the use of digital videos by utilising the TPACK framework including a good knowledge of how to utilise digital videos and an effective scaffold to facilitate student creation of digital videos (CQUniversity Australia, 2012). The teacher needs to model and teach safe, ethical and legal guidelines to adhere to when creating videos (Queensland College of Teachers, 2011). Teachers should gain parental permission for students to participate in and create digital videos (Education Queensland, 2012). Students should be encouraged to credit any sources they use in their digital video (CQUniversity Australia, 2012).
Students can be encouraged to communicate through the use of movies by using forms of self expression or focusing on sending a particular message (CQUniversity Australia, 2012). Students can be encouraged to use movies to summarise or provide a brief overview of a learning topic (CQUniversity Australia, 2012). This also leads to a deeper understanding of the topic as this is required to provide a topic summary (CQUniversity Australia, 2012). By being involved in the movie creation process, students will develop the tools to evaluate this process in the future (CQUniversity Australia, 2012). It can also promote reflection as well through observing their movie after completing it (CQUniversity Australia, 2012).
A teacher can improve learning outcomes with the use of digital videos by utilising the TPACK framework including a good knowledge of how to utilise digital videos and an effective scaffold to facilitate student creation of digital videos (CQUniversity Australia, 2012). The teacher needs to model and teach safe, ethical and legal guidelines to adhere to when creating videos (Queensland College of Teachers, 2011). Teachers should gain parental permission for students to participate in and create digital videos (Education Queensland, 2012). Students should be encouraged to credit any sources they use in their digital video (CQUniversity Australia, 2012).
References:
CQUniversity Australia. (2012). EDED20491- ICTs for learning design:
CQUniversity Australia. (2012). EDED20491- ICTs for learning design:
online study guide. Retrieved from
http://moodle.cqu.edu.au/mod/page/view.php?id=115238
No comments:
Post a Comment