You know, it’s sad to say that as I near the end of this 21 Things course, I’m wishing there were another 21 things to learn about. I have so much to say, but I’m getting ahead of myself here. There will be more time for that later! Right now, I need to share my experiences with creating videos. My Math Lab class was “blended” last year in that I had students work a lot with Khan Academy individually while I took the time to work with individuals and small groups. I veered away from making my own videos because….well…..it seemed like it was going to be kind of hard, I wasn’t sure how to run any of the software (I had a Snagit license from the BLiC class that I had yet to even install, let alone figure out how it worked), and….well, it was just too much to wrap my head around.
And then Thing #20 comes along. In today’s virtual meeting, I was hoping for some sort of impossibly easy way to get around this assignment. After about an hour of playing around with Jing AND my newly installed Snagit (sad, but I’m now looking at both icons at the top of my screen), I can’t imagine what I thought was so difficult this whole time!! It’s just like teaching to my students in the classroom, only I can’t see them. I wish someone would have made me do this sooner!!
I must say that I love, love, love Jing. The majority of my evening was spent with it, and so that’s where I’m most comfortable right now. I’m sure, given some time and experience with video captures, I’ll come to love Snagit and all of its editing features just as much.
I have not recorded a video for my junior high students just yet. That’ll be later tonight after I get my thoughts down here. What I did was create a short video on how to do an assignment for my BLiC class that just started Monday. I had a couple of participants that had questions on the same assignment…I slowly put 2 and 2 together today as I was trying to figure out what I was going to do for the Thing #20 assignment. Why not just create a video for my BLiC participants?? Here is a screen shot (courtesy of Snagit….which I am falling in love with, even as we speak) that shows my posting in the Course Questions forum of my BLiC class… only because you won’t be able to get in as a student. I guess this would be my proof that it’s out there.
If you want to see the video for yourself, just follow the link.
The feedback from one particular BLiC participant came rolling in right away. She was thrilled for the help…turns out she was mistaking what a “screenshot” really was, and so we were able to clear up that misconception right away. It’s not my best work, to be sure, but I was so excited to get it posted (and even more excited to start making videos for my students), forgive the imperfection.
Strengths…I’m pretty proud of myself from avoiding a lot of “ummm….” and “ahhhh….” talk. It’s one of my pet peeves, and I think strong preparation ahead of time really does avoid that path. If you know exactly what you are going to talk about, you don’t feel the need for those types of time fillers. I am also one to mumble a lot and I talk really fast, but I think I did a very nice job of speaking slowly and clearly in the video.
Weaknesses…I think my lack of experience with the technology of these tools may show. It feels like I am spending a lot of time learning the technology right now, rather than the quality of what is being presented. I suspect that will begin to clear up over time with practice. My mind is also racing with all of the things I want to do with Jing and Snagit, and I tend to get overwhelmed when that happens.
The best strategy for making my next video recording even better is to do another one tonight. It will build that confidence and give me more practice. I think that will give my mind a chance to sort out how I want to use these videos in my classroom. I definitely think that when I’m out for a conference, students will no longer have to wait for me to return to start something new. I’ll be right there with them! My next video will be better…I want to give Snagit a try, and actually use some of the writing and editing tools to show students how to solve some math problems.
1 Facilitate and inspire student learning and creativity – Creating videos for students to view in either a blended or flipped environment provides me with the time I need to work with students more closely. I’m not bogged down by standing in front of the class all hour going on and on and on…telling the students in the back to be quiet or to get out their math binders. Students will take more responsibility for their own education, leading to higher interest and participation.
2b Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their progress – The blended and flipped environment do just this for students. Students are no longer tied to what I want them to know, how I want the to learn, when I want them to learn….and so on. They can discover and explore the content in new and different ways, learning as much as they like, however they choose.
3c Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats – I now have the freedom to not only make educational videos for students, but I can make videos that shows parents how to check their child’s grades online, videos for my colleagues showing them how a new digital age tool might work in their classroom…the opportunities are endless!
4b Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources – Students of all learning styles and capabilities will not only have more time with me in the classroom to help them directly, but they will also have access to videos that they can rewind and pause and watch as many times as necessary until they either “get it” or they are able to formulate a question that will lead to understanding.
CITW – Best Practices
1 Setting objectives and providing feedback – A video can clearly state right up front exactly what will be discussed in the content. As in the case with my BLiC participants, I was able to quickly provide feedback in the form of a tutorial video that cleared up a misconception.
2 Cues, questions, and advanced organizers – If a hear a number of questions being repeated as I walk around to individual groups and partners, I can re-adjust my instruction and include a video that would address those questions. Basically, the students and their level of understanding will drive the curriculum.
3 Summarizing and note-taking – The videos provide that “playback” feature that will encourage strong note-taking and summarizing skills for students. I only hope they understand that not EVERY class will give them this unique characteristic.
4 Assigning homework and practice – I completely understand the theory behind giving the content of a lesson as the homework for students. With videos, they have a chance to re-watch and pause as often as necessary. That leaves their time with me as a chance for me to answer questions, iron out any misconceptions, and I get the chance to see how well they really do understand the material.