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45 Interesting Ways* to use
     your Pocket Video Camera in
             the Classroom


                             *and tips


This work is licensed under a Creative Commons Attribution
Noncommercial Share Alike 3.0 License.
#1- Demonstrating Skill Sets with How-to Videos
         Students work collaboratively to:
         Assign roles and responsibilities
         Create a storyboard to plan video clips
         Film step-by-step procedures
• Review & evaluate recorded material & re-shoot
• Combine final clips into one movie using video editing
  software, adding music if desired
• Publish final movie to a class blog, wiki, or DVD
#2 - Recording Science Experiments




http://snipurl.com/alh2g
                           For evidence or record of results
#5 - Challenge Children to Explain

    Quick & Dirty without much editing




Another science one, with digital still camera BF (before flip): gears
Some ideas for Small Scale Video in the classroom might help.
#7 Interview an "Expert"

     • Interview a classmate about a recommended book
       to read and why it should be read
     • Interview a classmate about a how to solve a math
       problem




                    image attribution: http://www.flickr.com/photos/whiteafrican
#8 - Film sports and PE for self/class
             evaluation
#11 - Use your pocket video to share
information/celebrations with parents
Now that's what I call learning!




Lori Feldman
January 24, 2009
#13 - Record the key parts or key
   explanations in your lesson and put on
   your VLE

• Okay so pupils probably don't want to watch a 30-60
  minute replay of your lesson, but...
• Why not record a brief explanation of a practical task or a
  written task with demos.
• Why not record the starter and plenary explanation for
  students to review.
• Keep it short and simple and it may just be useful!
#15 - Take it outside
Allow children to explore the outside area around school at
different times of the year. Let them video what they
see. Watch back in the classroom and compare with previous
video footage to help understand differences between the
seasons.
#16 - Assessment
Ask children to video what they have been doing. Even 3 and
4 year olds can video their friends explaining favourite
activities. Use the footage at open days, parents evening,
but more importantly as a window on the ideas and learning
experiences of the children in your classes, who will talk
differently when you are not in ear shot!
#17 - Encourage collaboration
Set a puzzle for the class (such as a problem solving coin/matchstick
puzzle) and encourage children to video their solutions. The difference in
clarity of explanation is massive when the children know they are going to
video it- try it and see!
#18 - Special Needs - Deaf children

 Students use camera to film spellings signed by teacher at
 school so they can take it home to learn & share with
 siblings/parents.


 Read more:
http://snipurl.com/aoqbo

Image attribution:
http://snipurl.com/aossx

Jenny Ellwood 2009
#22 - Challenge class to
 make a visual representation of a poem

  For national poetry day this class was challenged to make a
  visual version of a poem using any means available to them,
  for example some used Comic Life.
  This group used video and captured the atmosphere of the
  poem well,
  despite filming in an empty
  maths room!
#24 - Record children performing a
(shadow) puppet show they have created...


...and see if they keep their
heads and arms hidden from
the camera during the
filming!

                                Image attribution:
                                www.flickr.com/photos/15757729@N00/2571821462
#25 - Have your students make a commercial
when they have finished a book...


      ...and watch as they keep asking over and over
      to try it again to make it even better!




                                        I
#27- Short video clips can form part of a
virtual fieldtrip... And students could create
their own...




     http://www.vimeo.com/2953917
#31 - Use as a "reaction-cam" to record
students' thoughts, feelings, etc. as they
take part in a role play or simulation
game, eg. The Trade Game...
#32 - As a
motivational tool
Children were highly motivated by
today's task as they all wanted to video
their results and present them to the
class. Children who previously would
have given up were keen to become
cameramen or women for the minute!
#33 - Make a hyperlinked story or tour
Film a forking story or tour with kids using puppets and embed it in a hyperlinked
powerpoint or similar program.

1) Get the children to storyboard a story with several different endings        or twists and
alternative twists and turns in the story.
2) Get them to act out the narrative with puppets always ending in a             choice i.e. we
came to a room with two doors - which one would              you go through...
3) Make sure they always draw the choices as graphics and hyperlink                them
4) Hyperlink the choices to further slides with further videos with               options -
some are dead ends or endings to the story others are             further twists.
5) Behind each door you could have a video of another puppet doing                something
i.e. growling or saying boo!
6) Make sure there is a clear pathway to the story resolution(s).
#34 - Work Experience

After introducing your student (and placement contact) to
the camera, send it along with them and any work
experience documentation.
Consider which written responses during or after the
placement could be recorded rather than written.
Remember, students are turned off by many PSE/PSD
process and evaluation worksheets/assessments.
#35 - Make a video alphabet


Get a group of younger children to draw brightly
coloured letters of the alphabet / phonics. Hold them
up and film each other saying them.

Put it on a web page, blog, or whiteboard.
#36 - Conference Documentary
Record a documentary of your experience at a con- ference. Upload
the video and embed it in a classroom blog for your students to learn
from their teacher.

I recorded the video below at the 2009 CSUN Conference on
Technology & Persons with Disabilities. I embedded it in my blog, and
showed it to my students so they could learn about new technology.




Contributed by Eric Sailers, who
embedded the video in his blog at
Speech-Language Pathology Sharing.
#37 - Video modeling of social language
Record a regular education student demonstrating a social
language skill. Have the student contrast the inappropriate
behavior with the appropriate behavior.

I recorded the video below with a regular education student
and a fellow
Speech-Language Pathologist.
I embedded it in my blog, and
showed it to my students so they
could learn when to stay quiet.




Contributed by Eric Sailers, who embedded the video
in his blog at Speech-Language Pathology Sharing.     Click here for video
#38 - Blazercam


Stick it in a pupils blazer pocket
for a pupil view of a trip/walk/experience
#39 - Chroma-key


Let children video themselves in front of a blue
background. (We interviewed famous Romans!)

Put the video into authoring software, add an authentic
background image, add chroma-key filters and watch your
pupils travel back in time!



A. Lydon '09
#40 - Observing Weather Conditions
      • Place your video camera on a window ledge and leave it
        recording for a period of time
      • Playback to watch the weather:
             Look at a rainbow appear/disappear
             See lightning strike




                                                       Image attribution:
Image attribution:                                     http://www.flickr.com/photos/73835037@N00/1045362101/
http://www.flickr.com/photos/55288032@N00/230371538/




                              @simonhaughton
#41 Digital Chicken Soup
• Keep students who are out sick connected.
• Have students film a mini lesson or a class review using the
  video cameras.
• Embed the videos in a class blog. The students at home can
  comment on the blog and answer the same questions that
  the students in class answered.
• Students saying 'feel better' or 'we miss you' is acceptable
  as long as it is not disruptive.




                  Image Elana's Pantry
#42 Beebot's eye view
  Use a gorillapod and some
  insulating tape (I know - very
  high tech) to attach the
  camera to a BeeBot and
  record the Beebot's journey.



                           It's easy to position the
                           gorillapod's legs so they do not
                           interfere with the controls - the
                           tape just gives extra stability.
                                                   @bevevans22
#43 Translate

  I have used them for students to make
  foreign language (in this case English)
  road descriptions. I give a group of
  students a destination and then I send
  them out with a camera. They then make
  a road description in the form of a
  VoiceThread.
  Marie Linder
  Montessoriskolan, Falun, Sweden
#44 Video Rehearsals
Video your students as they practice for a
play/show/presentation etc. Useful for:
 • Giving feedback - offers immediacy without breaking the
   flow of practice.
 • Self and peer assessment - students will often pick up on
   things to improve themselves.
 • Providing a sense of audience - believe me, they take
   rehearsal a lot more seriously when the camera's on!
 • Trailers - edit a clip of a dress rehearsal and upload it to
   class/school webpage for parents/guests to preview the
   show.
#45 Create rules of thumb
When I instruct new cam-users I like to get them started in the process of moviemaking by letting
them do a “worst practice”-video... that is how not to make a good movie :-)
I challenge them to do the absolute worst they can, and they have to get as many varieties of “bad
scenes” into the movie as possible.
I divide them into teams, give each team a tutorial-topic (like “how to use a skateboard” or “how to
play the guitar” ) and give them about 15 minutes to prepare.
The “instruction movies” are best kept short… approx. 60 seconds.
We watch the videos together and here is the trick: As we watch the “bad” ways that they have
highlighted with their movie, I hit pause and give them praise for the good stuff that they are actually
doing with that scene, thus creating rules of thumb in movie making!

For example; one group tried shaking the camera so that it would be hard to see what they were
filming, but I said: “- This is too good! I can hear what you are saying loud and clear!”. I wrote
down “enunciate clearly” as a rule of thumb on the whiteboard. In another scene they had tried
(and managed :-) to be really boring… but I said: “- This is a great scene! I can see the expressions
on your faces and body language while you´re talking, and your shot is straight on! I wrote down
“tell the story with more than just your words” and “keep the camera focused on what’s in focus”
on the whiteboard.

Just focus on what's positive!
                                                        Carine Sandström, LearningDesigner at Ming Company
                                                        www.ming.se (@mingcompany)
                                                        Stockholm, Sweden, January 2011
If you would like to:
 • Contribute your ideas and tips to the presentation.
 • Let me know how you have used the resource.
 • Get in touch.
    You can email me or I am @tombarrett on Twitter

If you add a tip (or even if you
don't) please tweet about it and
the link so more people can
contribute.



I have created a page for all      Image: ‘Sharing‘


of the Interesting Ways
presentations on my blog.             Thanks for helping
                                      Tom Barrett
The whole family in one
place :-)                          Have you seen Maths Maps
                                   yet?

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45 interesting ways_to_use_your_pocket_video_c

  • 1. 45 Interesting Ways* to use your Pocket Video Camera in the Classroom *and tips This work is licensed under a Creative Commons Attribution Noncommercial Share Alike 3.0 License.
  • 2. #1- Demonstrating Skill Sets with How-to Videos  Students work collaboratively to:  Assign roles and responsibilities  Create a storyboard to plan video clips  Film step-by-step procedures • Review & evaluate recorded material & re-shoot • Combine final clips into one movie using video editing software, adding music if desired • Publish final movie to a class blog, wiki, or DVD
  • 3. #2 - Recording Science Experiments http://snipurl.com/alh2g For evidence or record of results
  • 4. #5 - Challenge Children to Explain Quick & Dirty without much editing Another science one, with digital still camera BF (before flip): gears Some ideas for Small Scale Video in the classroom might help.
  • 5. #7 Interview an "Expert" • Interview a classmate about a recommended book to read and why it should be read • Interview a classmate about a how to solve a math problem image attribution: http://www.flickr.com/photos/whiteafrican
  • 6. #8 - Film sports and PE for self/class evaluation
  • 7. #11 - Use your pocket video to share information/celebrations with parents Now that's what I call learning! Lori Feldman January 24, 2009
  • 8. #13 - Record the key parts or key explanations in your lesson and put on your VLE • Okay so pupils probably don't want to watch a 30-60 minute replay of your lesson, but... • Why not record a brief explanation of a practical task or a written task with demos. • Why not record the starter and plenary explanation for students to review. • Keep it short and simple and it may just be useful!
  • 9. #15 - Take it outside Allow children to explore the outside area around school at different times of the year. Let them video what they see. Watch back in the classroom and compare with previous video footage to help understand differences between the seasons.
  • 10. #16 - Assessment Ask children to video what they have been doing. Even 3 and 4 year olds can video their friends explaining favourite activities. Use the footage at open days, parents evening, but more importantly as a window on the ideas and learning experiences of the children in your classes, who will talk differently when you are not in ear shot!
  • 11. #17 - Encourage collaboration Set a puzzle for the class (such as a problem solving coin/matchstick puzzle) and encourage children to video their solutions. The difference in clarity of explanation is massive when the children know they are going to video it- try it and see!
  • 12. #18 - Special Needs - Deaf children Students use camera to film spellings signed by teacher at school so they can take it home to learn & share with siblings/parents. Read more: http://snipurl.com/aoqbo Image attribution: http://snipurl.com/aossx Jenny Ellwood 2009
  • 13. #22 - Challenge class to make a visual representation of a poem For national poetry day this class was challenged to make a visual version of a poem using any means available to them, for example some used Comic Life. This group used video and captured the atmosphere of the poem well, despite filming in an empty maths room!
  • 14. #24 - Record children performing a (shadow) puppet show they have created... ...and see if they keep their heads and arms hidden from the camera during the filming! Image attribution: www.flickr.com/photos/15757729@N00/2571821462
  • 15. #25 - Have your students make a commercial when they have finished a book... ...and watch as they keep asking over and over to try it again to make it even better! I
  • 16. #27- Short video clips can form part of a virtual fieldtrip... And students could create their own... http://www.vimeo.com/2953917
  • 17. #31 - Use as a "reaction-cam" to record students' thoughts, feelings, etc. as they take part in a role play or simulation game, eg. The Trade Game...
  • 18. #32 - As a motivational tool Children were highly motivated by today's task as they all wanted to video their results and present them to the class. Children who previously would have given up were keen to become cameramen or women for the minute!
  • 19. #33 - Make a hyperlinked story or tour Film a forking story or tour with kids using puppets and embed it in a hyperlinked powerpoint or similar program. 1) Get the children to storyboard a story with several different endings or twists and alternative twists and turns in the story. 2) Get them to act out the narrative with puppets always ending in a choice i.e. we came to a room with two doors - which one would you go through... 3) Make sure they always draw the choices as graphics and hyperlink them 4) Hyperlink the choices to further slides with further videos with options - some are dead ends or endings to the story others are further twists. 5) Behind each door you could have a video of another puppet doing something i.e. growling or saying boo! 6) Make sure there is a clear pathway to the story resolution(s).
  • 20. #34 - Work Experience After introducing your student (and placement contact) to the camera, send it along with them and any work experience documentation. Consider which written responses during or after the placement could be recorded rather than written. Remember, students are turned off by many PSE/PSD process and evaluation worksheets/assessments.
  • 21. #35 - Make a video alphabet Get a group of younger children to draw brightly coloured letters of the alphabet / phonics. Hold them up and film each other saying them. Put it on a web page, blog, or whiteboard.
  • 22. #36 - Conference Documentary Record a documentary of your experience at a con- ference. Upload the video and embed it in a classroom blog for your students to learn from their teacher. I recorded the video below at the 2009 CSUN Conference on Technology & Persons with Disabilities. I embedded it in my blog, and showed it to my students so they could learn about new technology. Contributed by Eric Sailers, who embedded the video in his blog at Speech-Language Pathology Sharing.
  • 23. #37 - Video modeling of social language Record a regular education student demonstrating a social language skill. Have the student contrast the inappropriate behavior with the appropriate behavior. I recorded the video below with a regular education student and a fellow Speech-Language Pathologist. I embedded it in my blog, and showed it to my students so they could learn when to stay quiet. Contributed by Eric Sailers, who embedded the video in his blog at Speech-Language Pathology Sharing. Click here for video
  • 24. #38 - Blazercam Stick it in a pupils blazer pocket for a pupil view of a trip/walk/experience
  • 25. #39 - Chroma-key Let children video themselves in front of a blue background. (We interviewed famous Romans!) Put the video into authoring software, add an authentic background image, add chroma-key filters and watch your pupils travel back in time! A. Lydon '09
  • 26. #40 - Observing Weather Conditions • Place your video camera on a window ledge and leave it recording for a period of time • Playback to watch the weather:  Look at a rainbow appear/disappear  See lightning strike Image attribution: Image attribution: http://www.flickr.com/photos/73835037@N00/1045362101/ http://www.flickr.com/photos/55288032@N00/230371538/ @simonhaughton
  • 27. #41 Digital Chicken Soup • Keep students who are out sick connected. • Have students film a mini lesson or a class review using the video cameras. • Embed the videos in a class blog. The students at home can comment on the blog and answer the same questions that the students in class answered. • Students saying 'feel better' or 'we miss you' is acceptable as long as it is not disruptive. Image Elana's Pantry
  • 28. #42 Beebot's eye view Use a gorillapod and some insulating tape (I know - very high tech) to attach the camera to a BeeBot and record the Beebot's journey. It's easy to position the gorillapod's legs so they do not interfere with the controls - the tape just gives extra stability. @bevevans22
  • 29. #43 Translate I have used them for students to make foreign language (in this case English) road descriptions. I give a group of students a destination and then I send them out with a camera. They then make a road description in the form of a VoiceThread. Marie Linder Montessoriskolan, Falun, Sweden
  • 30. #44 Video Rehearsals Video your students as they practice for a play/show/presentation etc. Useful for: • Giving feedback - offers immediacy without breaking the flow of practice. • Self and peer assessment - students will often pick up on things to improve themselves. • Providing a sense of audience - believe me, they take rehearsal a lot more seriously when the camera's on! • Trailers - edit a clip of a dress rehearsal and upload it to class/school webpage for parents/guests to preview the show.
  • 31. #45 Create rules of thumb When I instruct new cam-users I like to get them started in the process of moviemaking by letting them do a “worst practice”-video... that is how not to make a good movie :-) I challenge them to do the absolute worst they can, and they have to get as many varieties of “bad scenes” into the movie as possible. I divide them into teams, give each team a tutorial-topic (like “how to use a skateboard” or “how to play the guitar” ) and give them about 15 minutes to prepare. The “instruction movies” are best kept short… approx. 60 seconds. We watch the videos together and here is the trick: As we watch the “bad” ways that they have highlighted with their movie, I hit pause and give them praise for the good stuff that they are actually doing with that scene, thus creating rules of thumb in movie making! For example; one group tried shaking the camera so that it would be hard to see what they were filming, but I said: “- This is too good! I can hear what you are saying loud and clear!”. I wrote down “enunciate clearly” as a rule of thumb on the whiteboard. In another scene they had tried (and managed :-) to be really boring… but I said: “- This is a great scene! I can see the expressions on your faces and body language while you´re talking, and your shot is straight on! I wrote down “tell the story with more than just your words” and “keep the camera focused on what’s in focus” on the whiteboard. Just focus on what's positive! Carine Sandström, LearningDesigner at Ming Company www.ming.se (@mingcompany) Stockholm, Sweden, January 2011
  • 32. If you would like to: • Contribute your ideas and tips to the presentation. • Let me know how you have used the resource. • Get in touch. You can email me or I am @tombarrett on Twitter If you add a tip (or even if you don't) please tweet about it and the link so more people can contribute. I have created a page for all Image: ‘Sharing‘ of the Interesting Ways presentations on my blog. Thanks for helping Tom Barrett The whole family in one place :-) Have you seen Maths Maps yet?