The presentation regards the ways for the pedagogical use of video in class and the benefits of publishing and disseminating videos in social networks. Video is a “social object” inspiring and motivating students, cultivating dialogue, rating, polls and sharing in learning communities. Enabling school communities to present and disseminate their projects could make them available to each citizen. Therefore, video activates the students’ participation and communication, enhancing their creativity and collaboration. Furthermore, video is a “learning object” supporting interactions, providing opportunities to gain an insight into ideas, content and events, engaging in conversations with people all over the globe who share similar interests, passions, problems and experiences. So video is an essential tool for the development of educators’ “Professional Learning Networks” (PLN).

1. Using Video in
Education
Sofia Papadimitriou
Digital and Social Media
Educational RadioTelevision Ministry of Education,
PhD Candidate School of Humanities
Hellenic Open University
@sofipapadi
sofipapadi@gmail.com

2. Pedagogical Use of Video
Using media to support learning from pre-school through to University

3. Technologies and pedagogical methods
Γνωστικός
Συμπεριφορισμός
• 1-1communication
• Mass Media :
• Press, Radio, TV
Constructivism
• Ν-Ν communication
• Conference
• sound, video, Web
Connectivism
• Web 2.0
• Social Networks
Using media to support learning from pre-school through to University

4. The rise of the Networked Society - Castells, 1996

5. Pedagogical framework
Bloom’s taxonomy
revised Bloom’s taxonomy
Using media to support learning from pre-school through to University

6. Using media to support learning from pre-school through to University

7. A. Introductory activities: to engage, stimulate and motivate
students.
B. Activity based clips: directly related to an explicit learning
activity which the teacher will recognize and wish to use.
C. Affective domain clips: encourage or facilitate empathy and
emotional engagement on the part of the viewer.
D. Conceptual enablers: enable the teacher to focus learning
activities around cognitive ideas such as analysis, synthesis,
extrapolation, interpretation.
E. Visual and spatial clips: provide clear visual images, imagery
and representations.
Using media to support learning from pre-school through to University

8. A. Introductory activities
1. Hook/stimulus’ clips(clips that might grab attention/aid to stimulation) – any of the following
features:
 Shock/surprise/delight
 Creating a sense of suspense/uncertainty
 Posing a problem or issue to be resolved (but without the resolution at this stage)
2. Signpost videos (Koumi)
 As an introduction to the topic/or as a plenary
 To provides a focus: i.e. what to look for in the rest of the video or topic (this could be in
commentary of with visual clips)
 To providing a rationale for a topic – e.g. why are we studying this?
 To flag up what is coming later (‘distant signposts’ – Koumi)
Using media to support learning from pre-school through to University

9. Using media to support learning from pre-school through to University

10. B. Activity based clips
 with rich visual or audio content that learners could be asked to identify, spot
 that facilitate close observation skills (e.g. spot this)
 that show other times and/or cultures
Using media to support learning from pre-school through to University

11. C. Affective domain clips
Sensitise and emotionalise:
 signal a change of mood, tempo or topic
 highly emotional, charged clips (with a rationale)
 stunning, wow factor clips (incredible landscapes or wildlife
depictions)

13. D. Conceptual enablers
 Predicting clips: they can be stopped at a point where student is asked to
predict what happens next.
 Compare and contrast (similarity and difference)
 Extrapolate and predict (encourage learners to consider what would
happen if this was to be extended into the future )
 Interpretation (require the learner to explain what is happening)
Using media to support learning from pre-school through to University

14. E. Visual and spatial clips
 Special geographic significance
e.g. specific places, sites, events, festivals
 The world around us
Natural history, Our Planet
 Clips with a strong visual representation
works of art, maps, objects
 Instructional (how to do things),
cook, sports technique, use software, learn a language
 Clips illustrating dynamic phenomena

16. Use of Video and
active learning
Using media to support learning from pre-school through to University

17. Learning requires the active, constructive
involvement of the learner
Using media to support learning from pre-school through to University

18. Designing Learning Environments
INTERNATIONAL ACADEMY OF EDUCATION,
INTERNATIONAL BUREAU OF EDUCATION, Unesco (2002)
Using media to support learning from pre-school through to University
It is a challenge for
teachers to create
interesting and
challenging learning
environments that
encourage the active
involvement of
students.
Learning is primarily
a social activity and
participation in the
social life of the
school is central for
learning to occur.
People learn best
when they participate
in activities that are
perceived to be useful
in real life and are
culturally relevant.

19. Η πλατφόρμα i-createΗ i-create σήμερα

20. Video is a
“social object”
Using media to support learning from pre-school through to University

21. Using media to support learning from pre-school through to University

22. Publishing video …on “your channel”
Using media to support learning from pre-school through to University

23. Using media to support learning from pre-school through to University

24. Disseminating video
Using media to support learning from pre-school through to University

25. …in social networks
Using media to support learning from pre-school through to University

30. Participating on
i-create

31. Commenting on
i-create

32. Evaluating on
i-create

33. Evaluating on
i-create

34. Disseminating in
social networks

35. Mentoring on
i-create

36. Video in Social Networks
 Inspires and motivates students.
 Cultivates dialogue, rating, polls and sharing.
 Enables school communities to present and
disseminate their projects, making them
available to each citizen.
 Activates participation and communication.
 Supports creativity and collaboration.
 Emerges the “wisdom of the community”
(crowd-sourcing)
Using media to support learning from pre-school through to University

37. Video is a
“social object”
Facebook
Twitter
Google+
Linkedin
Blog
Wiki
Scoop.it
Vimeo
YouTube
Dailymotion

38. Video is a
“learning object”
Using media to support learning from pre-school through to University

39. Embedding video in web based learning
environments
Using media to support learning from pre-school through to University

41. Participating in Communities of
Practice
Using media to support learning from pre-school through to University

42. Developing your Professional
Learning Network (PLN)
A PLN is the people who connect through social media to exchange ideas,
communicate, collaborate and advance our professional development.

43. Video in Professional Learning
Networks (PLNs)
 Supports interactions.
 Provides opportunities to gain an insight into
ideas, content and events.
 Engages you in conversations with people all over
the globe who share similar interests, passions,
problems and experiences.
Using media to support learning from pre-school through to University

44. Επαγγελματικά
Δίκτυα Μάθησης
Web Based
Περιβάλλοντα
Μάθησης
Εκπαιδευτικοί
Πόροι
Video is a
“learning object”

45. Using media to support learning from pre-school through to University