Thing 14

Video Streaming and Video Resources

When teaching information literacy my techniques tend to run to the demonstration and hands on practice models.  Embedding video from sources like Discovery United Streaming could be useful for original individual instruction and for recovery or practice applications.  The segment featured in the Jing capture above is about using Google Advanced Search.  I have always liked the feature at Discovery United streaming that allows for viewing in segments.  I have spent some time teaching staff  how to search this resource and how to avoid disrupted service by downloading either segments or whole films well ahead of time during off peak hours for traffic reasons.  Bandwidth and the limitations it poses is the one great road block to full implementation of video and audio available on the web to our teachers.  The unfortunate truth is that when training staff to use a tool such as video streaming you really only have one shot at buy in.  If the technology fails for whatever reason teachers a loathe to go back to it.  Particularly if they had a lesson disrupted.

In comparing and contrasting video and audio resources the key features are pretty evident.  First is accessibility - is it available at the venue in which you plan to use it.  Any resource that is not available because of security or bandwidth issues is virtually useless to the classroom teacher.  As a Media Specialist I always have to screen any resource before I recommend it to subject area teachers.  Unfortunately in our district audio and pod casting sites are not available.  And having students having access to either be a user or a creator is obviously not available either.  Notable exceptions are Youtube, Teachertube and Schooltube. 

The second major feature to comment on is the potential for differentiated learning.  Video and audio resources certainly provide content in differentiated manor.  Over reliance on it can be a distraction but for students it can provide access to curriculum content in interesting and effective ways.  The audio features found at various sites offer assisted reading potential and remediation.  Video can be remedial as well.  The content at these sites can enrich curriculum for all  but can be of particular use to teachers in teaching concepts to students with attendance issues. 

This unit coincided with instruction I was giving in conjunction with a teacher who assigned students informative speeches backed by research.  I found that both Teachertube and Schooltube were excellent resources not only for teaching students the content but also for giving them direction on how to teach it.  Their assignment was to give a short demonstration speech or in effect teach their classmates about something.  There was one student who immediately found a short video on Schooltube about solving a calculus problem.  The subject matter was beyond me but the student was able to watch the video not only to master the problem but also to see a professional teach it and to learn some of the techniques used to place emphasis and direct effort. It was the first time I guided students into using Schooltube and I was pleased with the results.