Video Instruction - Philippines
Introduction
A unit on video production was taught at Southern Leyte State University (SLSU) in the educational technologies class. Unfortunately, the students did not have access to cameras or editing software at the time. During my stay at SLSU, two video cameras were donated to the school and I collaborated with the educational technologies professor to design new instruction for the cameras.
This design challenge provided me the unique experience of designing for learners with a culture and a life experience quite different from my own.
Instructional Analysis
My desire for this design project was that it be largely influenced by the local professor. Therefore, I met with the Dr. Cobilla (educational technologies professor) to make initial plans and draft up some instructional objectives with her. The slide show below displays the actual documents created by Dr. Cobilla during that meeting.
The three objectives (with one modification by me) were:
1. Identify the parts of the camera
2. Express one's own feelings on the importance of video cameras [and instructional videos] to students learning
3. Manipulate the cameras correctly
Context Analysis
"You need to understand the environment where the learning takes place. This will determine what you can and cannot do." - Tali Ramos, Training Manager, Toys R Us.
Understanding the learning environment was the first step of the context analysis. One week was spent observing the educational technology classroom and becoming familiar with the resources. I then prompted the professor to answer the following questions for analyzing the learners.
Design
Designing a video unit with limited technological resources was, at first, challenging. In discussing this challenge with Dr. Cobilla, she shared the following quote with me.
I learned that she didn't want "dumbed down" instruction because resources were few. She wanted to challenge the students, and to prepare them with relevant, up-to-date information. This was a cultural lesson for me, and it influenced the rest of the design.
We worked together on the task analysis and on creating assessments for each skill and subskill. We borrowed from Problem-Based Learning by posing a problem which the students will solve throughout the unit.
The slideshow below displays the task analysis and samples of the instruction and assessments.
[this section is currently under construction]
A unit on video production was taught at Southern Leyte State University (SLSU) in the educational technologies class. Unfortunately, the students did not have access to cameras or editing software at the time. During my stay at SLSU, two video cameras were donated to the school and I collaborated with the educational technologies professor to design new instruction for the cameras.
This design challenge provided me the unique experience of designing for learners with a culture and a life experience quite different from my own.
Instructional Analysis
My desire for this design project was that it be largely influenced by the local professor. Therefore, I met with the Dr. Cobilla (educational technologies professor) to make initial plans and draft up some instructional objectives with her. The slide show below displays the actual documents created by Dr. Cobilla during that meeting.
The three objectives (with one modification by me) were:
1. Identify the parts of the camera
2. Express one's own feelings on the importance of video cameras [and instructional videos] to students learning
3. Manipulate the cameras correctly
Context Analysis
"You need to understand the environment where the learning takes place. This will determine what you can and cannot do." - Tali Ramos, Training Manager, Toys R Us.
Understanding the learning environment was the first step of the context analysis. One week was spent observing the educational technology classroom and becoming familiar with the resources. I then prompted the professor to answer the following questions for analyzing the learners.
- What specific needs can the video cameras and video fulfill for these specific student teachers?
- What do they already know about producing videos?
- What are their attitudes about it? Excited, afraid, stressed about new tech.
Design
Designing a video unit with limited technological resources was, at first, challenging. In discussing this challenge with Dr. Cobilla, she shared the following quote with me.
- "The biggest problems holding back the use of technology in schools are social, not technological. Engineers will make the machines faster and smaller and cheaper...but unless we change the training of teachers, little will change in our classroom (Reilly, 1996)."
I learned that she didn't want "dumbed down" instruction because resources were few. She wanted to challenge the students, and to prepare them with relevant, up-to-date information. This was a cultural lesson for me, and it influenced the rest of the design.
We worked together on the task analysis and on creating assessments for each skill and subskill. We borrowed from Problem-Based Learning by posing a problem which the students will solve throughout the unit.
The slideshow below displays the task analysis and samples of the instruction and assessments.
[this section is currently under construction]