Video stories

bringing learning alive Chrissi Nerantzi @chrissinerantzi

MELSIG event, 20 January 15, Nottingham

image source http://upload.wikimedia.org/wikipedia/commons/c/cd/Toyogeki-Movie_Toyooka002.jpg

Theory of Multimedia Learning (Mayer, 2005)

“people learn more deeply from words and pictures than from words alone” (Mayer, 2005, 31)

Information processing

auditory channel

visual channel

Let’s have a look at stories

Story is powerful

http://upload.wikimedia.org/wikipedia/commons/6/6d/Puu_Oo_cropped.jpg

What happens when we share stories?

https://c1.staticflickr.com/3/2003/2193724466_a013fb1cd4.jpg

Stories bring us closer together

http://pixabay.com/static/uploads/photo/2014/03/17/13/17/park-289087_640.jpg

Stories help us live different realities (Moon, 2010)

https://farm5.staticflickr.com/4046/4703795262_f427f19971_b.jpg

problem-posing education (Freire, 2011)

“Banking education resists dialogue; problem-posing education regards dialogue as indispensable to the act of cognition which unveils reality. Banking education treats students as objects of assistance; problem-posing education makes them critical thinkers. Banking education inhibits creativity and domesticates (although it cannot completely destroy) the intentionality of consciousness by isolating consciousness from the world, thereby denying people their ontological and historical vocation of becoming more human. Problem-posing education bases itself on creativity and stimulates true reflection and action upon reality, thereby responding to the vocation of persons as beings who are authenti only when engaged in inquiry and creative transformation.” Freire (2011, 83-84)

there are problems in stories!

http://www.wallpaperup.com/uploads/wallpapers/2013/05/21/91172/3cbf47d4ab408d169eca1e59f744c323.jpg

problem-posing stories with (some) complexity

• to share experiences

• critical, creative thinking and reasoning

• to create new meaning and understanding

• to build a support community

• to find problems and problem-solve

http://fc08.deviantart.net/fs29/i/2008/128/e/5/Stone_Flower_OBJ_by_dmaland.jpg

the use of video

”... the use of voice, particularly where augmented with moving image, can support learning in many ways.

There are affective aspects; the way audio and video can help us to connect with people and emotions, and more practical benefits connected with the richness and reliability of information capture.”

Jordan (2012, p. 24) http://pixabay.com/p-55122/?no_redirect

Can video be inflexible?

• it doesn’t encourage engagement (Bracher et al., 2005, p. 142)

• active learning might be challenging to achieve (Laurillard, 2002).

• lengthy videos might contribute to a more passive experience and “may cause the attention to wander” Hall and Wright (2007, pp. 6-7)

5C Framework Connect Communicate

Curate Collaborate

Create

(Nerantzi & Beckingham, 2014)

using authentic problem-posing stories

student stories teacher stories http://byod4learning.wordpress.com/topics/5-creating/

What videos work for education?

• short

• lively

• authentic

• open

• problem-posing

• incomplete

• that trigger thinking

• invite the viewer to act

What media? Storymaking storymaking Storyboard

new OER project: STORYboxHE

• collaborative story bank for learning and teaching

• collection of stories from student and educators

• text and bite-size animations/videos

• stories as authentic triggers for CPD

– linked to resources

– in discussions an debates

– in courses

– self-study

Chrissi Nerantzi and Ellie Livermore, launched October 2014

http://storyboxhe.wordpress.com/

http://storyboxhe.wordpress.com/2014/10/23/communities-and-collaboration/

http://oer15.oerconf.org/

References

• Bracher, M., Collier, R., Ottewill, R. and Shephard, K. (2005). Accessing and engaging with video streams for educational purposes: experiences, issues and concerns. ALT-J, Research in Learning Technology 13(2), June 2005, 139–150.

• Douglas, T. & Seely Brown, J. (2011) A new culture of learning. Cultivating the Imagination for a World of Constant Change

• Freire, P.(2011) Pedagogy of the oppressed, New York: continuum.

• Hall, I. & Wright, D. (2007). Literature Review of the use of Video as a resource for professional development of mathematics teachers. National Centre for Excellence in the Teaching of Mathematics. Newcastle: The Research Centre for Learning and Teaching. Available from https://www.ncetm.org.uk/public/files/248292/NCETM+Literature+Review+31-10-07.pdf

• Jordan, L. (2012). Video for peer feedback and reflection: embedding mainstream engagement into learning and teaching practice. In Research in Learning Technology Supplement: ALT-C 2012 Conference Proceedings, 16-25. Available from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19192/pdf_1

• Laurillard, D. (2002). Rethinking university teaching: A Conversational Framework for the Effective Use of Learning Technologies. London: RoutledgeFalmer.

• Mayer, R. E. (2005) Cognitive Theory of Multimedia Learning. In Mayer, R. (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 31-48). Santa Barbara: University of California, Cambridge University Press.

• Moon, J. (2010) Using Story In Higher Education and Professional Development, Oxon: Routledge.

• Nerantzi, C & Beckingham, S (2014) BYOD4L – Our Magical Open Box to Enhance Individuals’ Learning Ecologies, in: Jackson,

N. & Willis, J. (eds.) Lifewide Learning and Education in Universities and Colleges E-Book, avaialable athttp://www.learninglives.co.uk/e-book.html.

Video stories

bringing learning alive Chrissi Nerantzi @chrissinerantzi

MELSIG event, 20 January 15, Nottingham

image source http://upload.wikimedia.org/wikipedia/commons/c/cd/Toyogeki-Movie_Toyooka002.jpg