What a big topic! After many discussions and video chats, we decided that given the past year and the changes we’ve all encountered both personally and professionally with video, we would narrow our focus for most of the OER to Video Primary in the last 12 months. We know we are all a bit sick of the term COVID, but it’s undeniable the impact its had on video use and consumption.
Click the picture above to access our OER (or you can click here!). We encourage you to use video to respond when possible (Padlet and Flipgrid).
Please comment here with any questions or concerns. Enjoy!
We want to acknowledge great work done in the past OERs for Video Primary. They still offer great content and analysis of various video apps and programs. You can visit some of their projects here and read through the comments:
2020 Video Primary in Education
2019 Video Primary
2021 Frontiers Poll: our initial responses
Check out our Video Primary OER summary video HERE!
Hi Video Primary Team!
I love the organization and the amount of viewable information in your mobile feast. It made it the material very engaging and allowed me to understand the key components very easily. I think the privacy aspect is the most important part of using videos. I know that my school distract as many others in BC are moving towards websites or apps that are hosted in Canada to control the data more comfortably. Was there any solution that you found to this issue? For instance, I know that Tik Tok has its servers in America, so all your data would belong to them if you use it.
On a separate note, I found that some of the Tik Tok videos had some strange related videos after it finished playing. As I do not use Tik Tok at all, I’m wondering if there are any ways to control the content of the advertisement so that students are not viewing anything inappropriate or sensationalistic. Is there a grade level where you feel like Videos start to become more efficient in both the students being able to produce them as well as watch them on their free time?
Hi Week 8 Team,
After reviewing your OER I have the following thoughts.
I like how you mention Tik Tok as a “nano learning” tool or a “micro learning” tool. This is part of how video can be exemplary of mobile learning.
At the start of your project, I would love to know exactly what your definition of “Video Primary” is. I am wondering if my understanding of it is the same as yours, or if I am misunderstanding some key components of it?
You include videos on how to make good videos. This would be a great place to jump into how making video for mobile is unique. You touch on how videos should be short. In what ways does that relate to mobile devices? Should we be looking at “micro-learning” chunks of 2-3 minutes for mobile?
Tik Tok, Showme and Inshot touch briefly on mobile, and again, this would be a great opportunity to go deeper into how these tools are exemplary of mobile teaching and learning.
What opportunities open up when students are using these tools to document their learning while “in situ”? The Outreach Video Usage picture hints at the opportunities available. I would love to see you go deeper on some of the areas in the picture. How is learning more engaging or how is greater depth achieved when creating or consuming video through mobile learning? For instance, in the videos you show demonstrating foods or shop class, I wonder, could students use mobile devices to document cooking in foods class and then compare to a video taken of them cooking at home or of a parent cooking? Could you compare with a video of an actual restaurant cook?
Your Future of Video section, I would love to hear how you think video can be utilized in a mobile learning environment. How can you wrap up your content by connecting it directly to mobile learning?
How can video, created by students or received by students, be exemplary of mobile learning? What are the mobile learning potentials of video? How does video fit the 5 affordances of mobile?
Hello There,
Your OER will definitely be a resource that I’ll be referring to a lot. I am a strong advocate for the flipped classroom method approach to learning and use videos to deliver my content. This frees up class time for interactivity and peer engagement. Video has opened up many doors for both students and teachers but there are some considerations that you have mentioned such as privacy, policy, permission, and copyright. I believe these concepts should be taught to students in the elementary and secondary level – a digital citizenship course potentially.
Since I had some issues answering the question on the OER, “are we responsible for teaching video tools for students?” I don’t think it is necessary unless you are teaching a high-level video production course. If the content of the video take precedence over the mode of delivery and all you need is for the student to demonstrate the learning objective, students can use the many free or paid tools at their disposal without guidance. Teenagers are very resourceful and find technological solutions very quickly in my experience.
I loved your TikTok video trend page. I have actually researched this topic for another course. The paper proved that TikTok is a great way to imporove student engagement and drives them to be creative since they have a limited amount of time
I have a new video production software that I adore call Adobe Rush – very easy to use. I would suggest that video software app over many others that I have used.
I loved your use of Tiktok videos to demonstrate learning as you showcased in your A2. I have actually been researching this topic for another course. There are studies that have proven its effectiveness in learning, increasing engagement, and inciting creativity.
Here is the reference in case you are interested:
Hayes, C., Stott, K., Lamb, K. J., & Hurst, G. A. (2020). “Making Every Second Count”: Utilizing TikTok and Systems Thinking to Facilitate Scientific Public Engagement
and Contextualization of Chemistry at Home. Journal of Chemical Education 2020 97 (10), 3858-3866. DOI: 10.1021/acs.jchemed.0c00511
Hi video team，
It’s really great work giving me so many examples of using video in education.
It is unbelievable that video has dominated human visual communication for over a hundred years if we take into account the video history from the first movie. From shooting a short film to producing a blockbuster, from TV-dominated mass media to we-media era, video has been incorporated into multiple roles in our society, especially applied in education as an open resource. When learning content becomes readily available from countless videos flooding the Internet, it becomes very important to extract essential from the sea of data. How to make better use of video media, instead of being occupied by it, and how to conduct constructive learning in mass of fragmented knowledge, are some of the many topics that challenge education, or bring chances to improve. After all, when every media platform is exerting user experience design to hook users as much as possible, users are taking advantage of platforms to express their ideas or create their digital life.
Hi Shirley,
I agree and think that in many areas of video content, the market is becoming oversaturated. With so much content it can be difficult to find exactly what you are looking for in the never-ending stream. Something I like to do is to curate my own class website where I keep only the very best videos for each of our units, that way I don’t have to go searching every unit (or every year) and I know that these videos are directly linked to our outcomes.
Hi Shirley,
Your description of a sea of data is quite true- the amount of flotsam and jetsam in the oceans of online information make it at that mes quite difficult to navigate towards great educational sources.
One thing my company has done is to refer to videos posted only to government sites, and the sites of other official organisations. By sourcing mainly from NASA, NOAA, and many university pages, we have a reduced library of videos that we can rely upon as accurate.
In terms of teaching students to sift through the internet, I am reminded of the introduction by the school librarian to the stacks and Dewey decimal system (yes I am that old). There will most likely be some requirement in our schools to teach children to skim the tides of data, if there isn’t already!
As for content creation, I look forward to seeing how our students will be setting guidelines for how to hook the learner. As Andrea mentioned above, students are tech-savvy. I get the feeling that they probably have ideas that will evolve into the next set of assignment standards.
It’s interesting how this seemed to be a unique year for video in the volume of content consumed, but not necessarily a remarkable time for innovation.
We’ve talked in this class about how increasingly context-aware mobile technology can be and that’s a trend likely to continue with the IoT and improved networks, like 5G. I’m wondering if the Video Primary team has any thoughts on whether video can become more context-aware? Or do you think video is destined to remain disconnected from a user’s context? (Maybe I’m making an assumption that video is necessarily disconnected from a user’s context even now?) I wonder if IoT could unlock this aspect of video and transform the way we consume it. I imagine other advances could involve the user in a more complex way than occurs now. I saw in the comment you chose to give A/R a wide birth, and this may touch on that, but I’d love to know if you came across some material that predicts a more interactive and context-aware form of video content than we know now.
Hi Lyndsay, I think right now video is interactive by means of the platform used to view the videos (YouTube, Netflix, Disney Plus). Viewers have choice on what to watch and when. If it doesn’t interest them or it’s not related to their lives, they just choose something else. With 5G and increasing numbers of subscription purchases you could, for a cost, watch pretty much whatever/whenever.
You referenced my comment below, but I do think that AR/VR will give us the opportunity to participate in these videos (and see this as the “next step” in video). But my group members may think otherwise!
Wow, great work on your OER. It is bookmarked, and I will come back and revisit the linked resources later when I have more time. Video has always been an effective media for teaching concepts in a more engaging way, especially in science where one can show dangerous experiments and demos with safety. These comments don’t allow one to upload pictures, but I had to laugh when I saw this meme…
https://i.pinimg.com/originals/74/66/44/7466442b6b5f50150b571ac6b3a87306.jpg I’m at the age where I can relate to this…
I have to echo the concerns and points that others have already raised regarding safety and propriety of posting videos. When it comes to privacy and dissemination of information, I feel that ship has already sailed. So called ‘free’ apps still operate for profit and trade their services for the ability to mine data on your phone to target advertising and sell that data to other companies. How many people actually take the time to read the 10 pages of fine-print that is written in legalese that nobody understands? And even if we do, we still need to concede in order to function. In order to download apps on my android phone, I require a Google account. Google knows where I shop, where I travel, etc. I think perhaps society has adopted an alarming resignation to the amount of data that is mined.
What I think about often is how students assume that video on their phone is their property to post as they wish, not considering the privacy of others in the video – especially when tagging them. I have to admit I am guilty of this. I have posted video on Facebook that included friends, and I have innocently tagged them thinking they would like access to the video. Or another thing that comes to mind is how parents are posting multiple pictures and videos of their small children to social media with no mind as to how those postings will come back to reflect on their children in adulthood. A simple amusing video of a child doing silly things may be used 20 years from now in a malicious way. Are young parents setting themselves up for potential estrangement and possible lawsuits from their adult children?
Of course, there are definite positives. With events such as the Stanley Cup riots in 2011, and more recently the attack on the White House, people can be swiftly identified and brought to justice with video evidence filmed at the scene. But the question remains – if we are out in public, does that give anyone the right to film and post our image?
Hi Marlis,
Thank you for your insightful comment – and that meme! I was just talking about that the other day. Kids today will never know!
You raise some very key issues with media and society today. Most are quick to snap a picture or take a quick video and throw it online. I know my parents and extended family LOVE seeing photos and videos of my boys, but I have stopped posting photos regularly online for the reason you give above. They don’t want their pictures posted online without permission! And people are filming others all the time without consideration, so where will this end? I have had a few incidents in my school with students being filmed without permission and it’s a huge issue. That said, our school (and so many other places) have cameras in the hallways and outside that capture all sorts of things without people knowing. So I don’t know what the solution is… but there is much to think about!
Thanks video team for a very extensive look into video primary. You did a great job with keeping to the topic and using video throughout. Like many others I didn’t use the TikTok sections, I was actually looking forward to seeing some TikTok videos, however, when I was denied access to every link, I was reminded that TikTok is still banned in India. I appreciated your overview of several of the creation and editing tools and I look forward to branching out beyond iMovie to try a few other options. Video creating and editing are useful skills to practice and can help develop transferrable troubleshooting techniques.
Hi Janice – thanks for your comment! TikTok is such a controversial platform, but where it is allowed it’s taken over the teen/young adult world! The obvious privacy concerns are a huge issue, but it’s the nanolearning concept that educators will need to consider (even in places where TikTok is not available). Our students now have an attention span that is so much shorter than the previous generation. We will need to adapt our teaching to account for this!
Hi Week 8 Team, great work on your OER!
I also appreciate that I was able to access your website with my phone, which allowed me to view your OER even on the go! I liked how you have multiple different Google Slides and interactive posts created on Genially. Seeing how they work gave me inspirations on how I can use those tools in my work to make things more interesting. I think your OER is very informative, it listed many different online tools that are available for video content creation, and I appreciate the videos on tips for creating videos. Since so much teaching has to be done via online channels these days, I feel like it’s very important for educators to learn how to create effective teaching videos. My 5-year-old daughter recently asked if I can help her start a YouTube channel… so I’m now learning how to edit videos using iMovie (since it’s free) on my Mac. I’m amazed at how many teaching resources are available on YouTube on video creation tutorials. To make pop up texts and icons, I find PicMonkey is quite a good software, or, I just learned recently that you can also create your text/image animation in PowerPoint (if you have a PC) or Keynote (if you have a Mac), and export as a MOV and insert into your video editor that way. This is a budget way that I found was helpful if you don’t want to pay for professional softwares.
Great work on your OER, thanks for sharing!
Thanks Emily! Yes there are so many free apps out there. If you like iMovie, Clips is also a good free one from Apple. In my experience using video in the classroom, I’m happy to leave the expensive software to the professionals and use the free apps and online tutorials to help!
Hi Emily,
Thanks for the reminder of using PowerPoint to make videos! I find that Camtasia has been great for stitching scenes and audio together, and as UBC students we get annual free access to use it.
There is also stop motion studio on the Play store if you wish to engage in some fun storyboarding with your students and daughter.
Have fun and stay internet savvy!
Hi group 8:
I was really surprised that not much more had been developed after 2016 concerning video primary. In saying that it makes me wonder if we as society have reached the peak of innovation for this communication medium or if it is merely hiatus waiting to be reimagined. The only thing I can think of at this point is interstellar communication between planets and moons. Perhaps I am too optimistic about the idea or have been watching to much of “The Expanse”. Either way, I still want to see that day where I am taking video or pictures from Mars.
Hi Brittany,
I think maybe we’ve entered the time when video is starting to be taken over by AR/VR, which we stayed away from as it’s another OER! That said I’m sure that video will be around for a long time and I’m sure there are new technology for video is on the horizon!
Hi all, A very interesting OER and well done and developed for Mobile presentation. I have concerns about video privacy and image ownership but I think most people in the class have already hit those topics hard enough. I would like to point people at a class of educational tools that will enhance the use of video content for education, that being annotation tools. At UBC, a tool call CLAS (https://clas.ubc.ca/) now marketed as WeVu (https://wevu.video/) provides students and teachers with the ability to tie notes to specific sections of a video or image. By keeping the notes in context with the video as opposed to in a separate notebook or document, it provides the students with a richer experience and also allows teachers to point out and emphasize specific elements in the video.
Hey Stephen,
thanks for the comment. I appreciate the links you provided, I was unaware of this program but it looks like something I would definitely use; it reminds me a bit like EdPuzzle, but this looks like it might be more robust, which would be welcome.
Hi Stephen,
Thanks for sharing the info on CLAS / WeVu, that seems like a promising tool for making better use of videos. I still find that videos can be a more passive way of consuming information than reading and this could certainly help make them more interactive and engaging.
Hi Team! In enjoyed experiencing your OER and learned some useful things about video creation. I also learned a new word: “doxxing” (had to look that up!). From my perspective as an elementary teacher during COVID times, I found many of your video links helpful for two reasons. One was the detailed look at the mechanics of video creation and presentation, which is an area I can definitely use help with. The other is the big issue of security and privacy. I admit that I do not generally look into this as carefully as I should when considering apps to use with my students, so this was a good wake-up call with some useful resources.
As Neil stated earlier, a huge concern with video content that kids are consuming these days is the powerful influence it can have. Earlier this year it came to my attention that a 7-year-old student in my class was posting some rather alarming videos on TikTok. This had nothing to do with school, but stemmed from the influence of teenagers in his household and the power of social media. We spent time as a class, and one-on-one, trying to help these young students begin to understand the big picture. It was very difficult for any of my students to understand. This little boy’s biggest worry was that he would lose followers if he stopped making these videos.
This is the big thing that worries me about the mass consumption and production of video that’s happening. Young children can’t understand the big implications of their activities online, and many of them don’t have adults helping them navigate that world as much as I believe they should. As a teacher and a parent, I find it’s an uphill battle trying to protect our kids.
Hi Wendy,
I find it interesting how many of the comments relate to safety and privacy issues, whereas the Video Primary posts from previous years expanded on its versatility in education. Even the fact that some of our cohort chose not to use the Tik Tok app is telling. Does this shift from embracing the benefits to examining its hazards reflect the maturation of this mode of communication?
When reviewing the trends for video learning over the past years, it appears that video exploded as a primary means of education between 2016 and 2017, and the confinement caused by the Covid-19 pandemic further tilted students towards online learning and video-based education. Even our own cohort appears to enjoy the opportunities afforded by video (as read in our Frontiers Poll posts), though the lack of questioning the privacy and safety may be attributed to the choosing of other polls to post responses.
In this week’s OER, Video Primary is the topic, and although the concept of digital footprint is not new, it seems to have taken more prevalence in our concerns for video use. Our group thought of the safety concerns to be such a huge topic as to warrant an OER of its own, and perhaps the next iteration of 523 will consider this theme in its Frontier.
Sources:
8 Video Learning Stats Post-Coronavirus. e-Learning Infographics. (2020, November 10). https://elearninginfographics.com/8-video-learning-and-video-stats-post-coronavirus/
How Media Affects Children Infographic.e-Learning Infographics. (2014, November 26). https://elearninginfographics.com/media-affects-children-infographic/
Madden, M., & Smith, A. (2020, August 17). Reputation Management and Social Media. Pew Research Center: Internet, Science & Tech. https://www.pewresearch.org/internet/2010/05/26/reputation-management-and-social-media
Milosavljević, B. (2020, September 18). Video Learning And Video Tutoring 2021 Trends. eLearning Industry. https://elearningindustry.com/video-learning-and-tutoring-trends-2021
Top 6 Trends in Video Based Learning for 2018. CGS. (2018, June 27). https://www.cgsinc.com/blog/top-6-trends-video-based-learning-2018
Video Marketing Statistics That Will Make You Think. e-Learning Infographics. (2020, March 18). https://elearninginfographics.com/video-marketing-statistics-make-you-think
Thanks for your reply, Evelyne. You raise a good question about the evolution of video as a communication platform. I agree that concerns around privacy and security issues seem to be growing. It will be interesting to see how things evolve from here.
I didn’t participate in the TikTok for the same reasons as Dana, but appreciate it as a tool for creating and sharing video and I think the tips given are applicable to other video creation apps. I don’t require students to use video, but instead give them opportunities to use whatever format they want to try when presenting a project. More students are choosing to use video when they see what their peers have produced. I’m not as concerned about the quality of the video as I am the process of delving into their topic and finding a way to present what they’ve learned, so whatever platform they want to try is fine.
For a look at one effective way to use TikTok to reach an audience, check out my colleague Amber’s way of keeping the Secwepmc language alive and sharing it with our staff and students: https://www.tiktok.com/@secwepmctsin?
Lori – thank you SO much for the link. I think this is an amazing use of TikTok – use a platform that youth engage on and use it to teach traditional language. This is how I use media (and social media) to engage with my students.
I have a very similar approach to video use in my classes. It’s not so much how flashy it is, but how the information is presented.
Hi Lori,
Thank you for sharing your colleague’s language sharing on Tik Tok. This was a great way to explain the intricacies of language! As Meg says, finding information requires scrolling. Perhaps I missed a search function? I am not a Tik Tok user, and I would be interested to see how a teacher could provide the lessons in this format such that a student wishing to review the material could find it easily.
It is interesting that you mention that the content is what counts for an assignment. Emma had noted in her Padlet feedback ” the rubric should make the assignment expectations clear”. This is perhaps one of the riding conditions for giving students the choice for their assignment platform.
Johannes had mentionned YouTube shorts – there appears to be a burgeoning trend for nano-learning, and I wonder how a teacher could use this to keep the student’s attention. Given that the average number of hours spent playing online games runs from 5 to nearly 7 hours a week, there must be some way of holding a student for more than a minute!
Source:
https://www-statista-com.ezproxy.library.ubc.ca/statistics/273829/average-game-hours-per-day-of-video-gamers-in-selected-countries/
I also don’t use TikTok, in fact, my company has forbid it from being downloaded to phones as a privacy and security issue. But I was happy to participate in all the other pieces in your product. Very well done!
Thanks Emma! I just downloaded TikTok based on conversations with my students and I used it for my A1 (and soon for my A3), but I don’t think I will use it for much longer. I just don’t have the time and don’t see the point in scrolling though. That said, my students do admit that their attention span in SO short due to TikTok-style short videos (nano-learning as described in our OER) that they often just scroll by until there is content they are interested in – and that transfers to school-related videos and content. We are waging an uphill battle.
Hi Video Primary group!
Thanks for a great OER, I had not realized that Kodiac had gone bankrupt! I don’t really know why I am still surprised by all of the rapid changes in media, as someone who has experienced 8 tracks–>MP3’s and Beta–> Netflix. I like how you highlight how the future of video is unknown at this point, as it is constantly evolving. It would be interesting to think about what factors would set one of the paths in action over the others. Good Job!
Thanks Jennifer! I am also astounded by all of the changes in media (but also frustrated as I live in an area with very unreliable internet and cell service, so I don’t get to experience all of the Netflix/Prime/YouTube hype!). I will publish our results from the futures poll on Sunday morning, but who knows what the future will hold!
Hi,
I found your A2 very interesting and very informative. However, I thought it was interesting that you covered the issue of privacy but didn’t mention the highly publicized privacy concerns regarding TikTok. It was fun to learn more about how to make a duet using TikTok, but I refuse to download TikTok, so I elected not to participate. Additionally, if privacy is a major concern (as demonstrated by your poll), do you think it is fair for teachers to require students to post video content depicting themselves as part of a project? To me that seems to go against respecting a person’s online presence. I’d love to hear your thoughts.
Article about TikTok privacy issues: https://www.privacyguard.net/does-tiktok-have-privacy-issues/
Hi Dana,
As mentioned in that “VP in School” section, there are measures that teachers, students and schools should take so that the videos are private and only for educational purposes (ie. only use a school account not personal account, do not share publicly, etc). Different teachers, schools and school districts have different preferences when it comes to using apps so the platform used would be up to their discretion. We also wanted to make sure that we included on that page that the idea of nano learning and using short videos to get a message across does not have to occur on the TikTok platform, but the ideas a teacher may see on the app could be achieved without actually using the app itself such as limiting a video assignment to 1 minute or adding background sounds. If TikTok is the platform being used, it would most likely (and safely) be used as a filming and editing software, not as social media in an educational setting.
Erin,
Thanks for clarifying on the point regarding using it solely for a film and editing software, not as a social media app. I think that is the point that got lost in translation for me, but I’m sure it was just because I was reading too quickly. However, I still have safety concerns about using TikTok even within that capacity and despite the safety and cautionary steps outlined in the “VP in School” section.
Regarding TikTok, I was considering that fact that much of the data that is being collected and shared, and that caused an outcry when it was discovered, is out of the control of users. For example, TikTok tracks browsing and keystrokes within the app, including messages, and is able to share this information with its parent, subsidiaries, and other affiliates. Use of its authentication tool, which may sound like a good idea, makes your data and your phone vulnerable to malicious cyber attacks (see article below). My point being that even if it is used solely for educational purposes and within the safety parameters of making your account private and turning of location services I’m not sure you can argue that it actually is “safe”. My reference to respect of a person’s online presence was not solely in regard to a social media presence, but also about the data mined from apps like this and sold to other companies.
Article: https://www.bloomberg.com/news/articles/2020-07-14/tiktok-s-massive-data-harvesting-prompts-u-s-security-concerns
Hey Dana,
I agree that data mining, malicious or otherwise, is deeply concerning as we become ever more connected to the internet – we are ushering in the era of “the internet of things” and yet countless apps and things connected to the internet continue siphoning off all our info to unknown sources for unknown reasons. To circumvent such a personal invasion the only thing we seem to be able to do is individually not use certain apps that we know do things like this; it is unfortunate that in some regards the internet is still so incredibly grey and murky.
I am not sure how their privacy/data will be handled, but something that my interest you is Youtube has been rolling out a new toolset called “Youtube Shorts” which is like Tik Tok, but on Youtube. We can already access Shorts videos, but not many people in Canada (only pre-release clients) can access the tools to create yet. It sounds like it may be fully released in a few months though – it might prove to be a safer alternative to tik tok?
Johannes,
Ooh, cool! Thanks for letting me know about that! I will be sure to check it out.
Hello Dana, thanks for the comment.
Great point about us not including info about Tik Tok in our Privacy section, it seems so natural to do because we discuss both topics separately, and because it’s highly relevant right now. I would opine that time constraints and focus in other areas is how we missed that one, but ya, I could see us having included a word on it for sure.
I can only speak for myself here, but I wouldn’t ever have an activity which required students to post videos of themselves online. I have students who have definitely posted their school work which included video of themselves on sites like Youtube and Tik Tok, but that’s entirely of their own volition. There are always other ways to complete the assignment, whether that be video without the student/s physically in it, or by showing me their video on their phone, or by having them submit it to me privately on Google classroom, or on a usb key, or by not using video at all… I just think there should always be an inclusive way for an assignment to be completed by all students.
The power of video and its’ usage has grown tremendously with the increased access to mobile technology that allows for easy video recording and publishing. It is very clear that people love to consume video while also creating their own. With this ease of video creation, publishing and finding an audience I think it would be of utmost importance for youth to be taught about the dangers of video publication that goes beyond only privacy concerns.
My students idolize Youtube personalities and Tick Tok accounts but these content makers are people that rise to great popularity quickly with mass audiences that have the power to invoke behaviours that can be disrespectful, offensive, dangerous and have the potential to incite violence, hate speech or bigotry. I am very concerned for children growing up with unfiltered content out there that may influence them to believe that these behaviours are “cool” based on popularity. I am also concerned for children that are used by family and friends for the sake of getting more followers by publishing video recordings of embarrassing occurrences that are premeditated . There have been many instances online of a child’s innocence being intentionally used against them for the sake of public entertainment.
There was once an issue at a school I worked at where students began a “fight club”. This involved a weekly event where two students were publicly nominated online to fight while being recorded and the video was published live on Instagram. It was happening after-school and our school did not become aware until staff began noticing unusual student behaviour during class-time. Students were living in fear of being the next one’s nominated. If they refused, they would be labelled as being too afraid and humiliated. After the RCMP became involved the account was discovered and closed. It wasn’t until after this occurred that the school ran a week-long program about the dangers of peer pressure and publishing content to social media. I believe this entire event could have been prevented if steps had been taken earlier to teach students about the dangers of publishing content online.
How can educators protect students from the dangerous side of video? Is access to consumable media more harmful than good?
Hi Neill!
Thanks for your comment. I am also worried about the behaviours that students are modelling from social media influencers. I think that it is not just the job of schools, but more so peers and parents to teach kids about what is and what isn’t appropriate online. As a teacher I am always talking with my students about the vast expanse of their digital footprint and how once it is posted, it is out there. I give examples of how politicians, athletes and other celebrities are being called out for behaviour, costumes and quotes that happened 20+ years ago! It is a huge topic that I don’t think the education system can handle on its own – it needs a home/school/community approach.
In my classroom I always give students options for presenting their information, with video being one of the options. I allow them to use social media to produce their videos, but I don’t have teacher social media accounts or interact with students online outside of Google Classroom and emails. I have students using TikTok to film videos and use YouTube to upload and share them, but I show students how to make the posts unlisted so they are not widely available.
In light of the points you and others in the comments have brought up, I think online privacy, peer pressure, bullying and other interactions could (and maybe should) be an OER of its own!
Hi Neil and Meg!
It almost seems as though, alongside of digital and media literacy, we need to teach students about different types of influencers and what they accomplish through their video sharing. This is complicated because influencers are pretty new (well, in my lifetime), and I don’t think there are many educational studies done on the effects of different types of influencers. As educators, maybe we can begin by discussing whether or not a video adds to understanding people, issues, pastimes, relationships and the world, or whether a video muddies these concepts. Or maybe we shouldn’t be offering these ideas to our students, but asking them what they think.
Hey Jennifer! I agree that starting a conversation on this topic with students/kids is absolutely key. In terms of media use and influence, I don’t think there’s anyone that has total control over what a student/child will do online, so we all need to educate and keep the dialogue going. I also know that we as adults don’t really know what they’re experiencing, so it’s hard for us to understand what’s happening online. And then by the time we get an idea of what’s happening, it’s already changed!
Hi Team Video!
Thank you for an interactive and immersive experience in the world of video primary. I really appreciated your use of videos, info graphics, and diverse learning activities that really got me thinking about the landscape of video primary from a mobile education lens. I found your focus on Tik Tok very informative because I personally have no experience with using the app itself. I was interested to hear about how Tik Tok is being used in the world of education. Unfortunately, when I went to access the videos from my classroom, I found out that the district that I work for has blocked Tik Tok on it’s networks. This really got me thinking about whether or not this is the right choice given the richness of educational content that exists in this app, and also the engaging and authentic learning experiences that this app can offer learners. I understand that there is other content that exists on Tik Tok outside of the educational content, but I am curious to know if anyone else’s school districts have made the decision to block Tik Tok on the district networks?
Once again, thank you for the engaging educational experience!
Thanks for the comment, Kelvin.
Many districts seem to have blocked things like Tik Tok, and even Youtube, and others have not, even within BC. To me it does seem overly protective and near-sighted and content locking policies like this do not *seem* to consider the vast benefits of allowing students to access these media-rich tools. I guess it keeps school districts out of National News headlines, I guess… I dunno, I just think it’s silly since almost every student we teach accesses these apps outside of the safe confines of a classroom anyway, so why no bring those tools into the classroom to see how they can be used educationally, effectively, safely, etc.
As you say, there are other websites that host content that most districts do allow access to, like teachertube, but the problem in my mind is that these sites cater *directly* towards education when the majority of video content I show my class is often very indirect. It must be very difficult for a teacher to go from a district that has a progressive view on these things to one where everything is locked by IT. How demoralizing it may be for a teacher who utilizes media-rich tech in their lessons to not be able to do so anymore, or having to struggle to replace great examples with merely adequate ones found from “acceptable” sources.
I understand there are very compelling arguments that can be supplied from the other side of the table, but I don’t sit there, and I don’t intend to 🙂
I teach in Alberta and we currently have access to TikTok in my district (but you never know when policies will change). For anyone interested in checking out a really great science teacher that uses TikTok in innovative ways, look up Amanda Green – https://www.tiktok.com/@mmeamandagreen . She teaches just outside Edmonton, AB and not only are her TikToks great but she shares a ton of content with other teachers on her website (linktr.ee/MmeGreen)
Thanks so much for this DeeDee! There are SO many teachers doing such amazing things on TikTok.
Hi there,
I really enjoyed the variety of activities your team incorporated in your OEC.
I am curious about your thoughts on the future of video. I almost feel that all 4 scenarios are possible and some are already something we see now with consumers and creators of video content. I am interested in what your team had thought about this as you were doing research for your project.
Thanks!
Hi Seo-Whi,
Thank you for your reflection!
The four future scenarios offered are extrapolations from the current state of the television and video industry. The wide showcase of the future reflects in part our group’s starting point. In our initial group meetings, we determined that we each have a very different view and different approach to using video. Even the question of “what is Video Primary” was not resolved as a single voice! Our OER presents the aspects of Video Primary that we consider pertinent as educators, while taking into account the information already posted by our 523 predecessors.
The future of video is open to interpretation. The full report (https://www2.deloitte.com/content/dam/Deloitte/global/Documents/Technology-Media-Telecommunications/de-future-tv-and-video.pdf) gives a breakdown of the methodology approached by the Deloitte firm to develop their four scenarios. In keeping with our expanded views of video primary, we wanted to give our audience a chance to examine potential paths for the future of video and television. The idea is to gather your thoughts about which driving factors will have the most impact on shaping the future of video! We intend to provide a commentary on this conversation at the end of our week.
Stay tuned!
Hi Video Primary Team!
I am interested to know your thoughts on issues around equity for video making. You have quite the list of video editing software, not all of which are free. Also, some software require serious computer juice to run smoothly, even the deceptively simple ones. I remember my laptop crashing repeatedly years ago from trying to use Windows Media Player. Computer juice is very expensive. My favourite free video editor is Davinci Resolve, but to run it well, I have to use my Razer gaming computer. I can imagine that for students who are not as financially secure, the quality of their video would take a significant downfall, which may have serious implications where assessment is concerned. Finally, we can’t forget that a device to record a video in the first place is also costly. Where might a student, who can’t afford these technologies, go in order to create videos for school?
Hi Ying – great question! Many schools have access to some video production/editing software, but the reality is that not all students are interested in this or have access to it. Like other technologies, schools are often a bit behind the game on the latest and greatest, so it’s often up to the teacher or a keen student to spearhead new software.
In speaking for myself, I encourage my students to use the free video production apps in class and give them a short list of options that can choose from. I find that for my classes (Foods, PE, Careers), students aren’t trying to make top of the line videos – they are looking to make more of the “low-fi” TikTok style ones on their phones. As a classroom teacher (not a ICT teacher), I want to level the playing field for my students and give them options where they can be successful (and where I have a basic knowledge!).
Hello Ying,
Thank you for the comment. We do indeed have quite a list of software – I hoped to provide a buffet of tech for teachers to look through, some of which they could have their students utilize, and others that they would utilize themselves, for the class (which is why the paid content was included). Computer juice is expensive indeed. To be fair though, the program you mention mentions that 32GB of ram is REQUIRED when using Fusion – most computers sold today don’t come close to 32gb… the majority of gaming computers still only come with 16gb. That said, this seems to be the main bottleneck with this program, as it does not require much in the way of a GPU! Video editing can become extremely cost prohibitive and generally it is probably the one thing someone would do on their computer to absolutely hit the limits of what the computer can do.
More directly to your question – I ape Meg’s comments; the vast majority of my social studies students aren’t interested in spending more time editing a project then they spent putting it together. When I have a project running I might have some students making a video using Camtasia, others making a video with Windows Movie Maker, someone else might be making an animoto + infographic, someone else might be putting together a old-school written report, and others might be building their project in Minecraft. I suppose what I am trying to say is that if I had a student whose parent was an actual movie producer and helped them make the best video I’ve ever seen, it wouldn’t really help them get a better grade than the student putting their video together in animoto because of the way my rubrics are built. It would be up to their own passion and interest to further pursue the field of video production (and hopefully our school would have a lab/class for them to attend!).
Lastly, devices are indeed pricey. Schools have come a long way in the past decade and many classrooms have 1-to-1 laptop cart access (I have never taught a class in my life without having a laptop cart in my classroom 24/7), but laptops are cumbersome units to try and record video on. Some schools have great ipad access, but yes, as you allude to, not many schools have actual smartphones for students to use, and these have become the ubiquitous recording device, so indeed equality is an issue here. All I have been able to do is my best to combat it – by never making an assignment where having access to a certain tech is a necessity (unless I am supplying the tech to all), and by identifying which students want to make videos for a project and group them up (or let them group up) – not once in all my years of teaching have I put a group of students together where no one had a smartphone. If that situation did happen, I would find a way to get them recording video (even if it wasn’t with a smartphone).
I loved the variety of activities utilized to keep it refreshing! The Tic Tic section was fun, I’m not a user and it was nice to see examples of nano learning being utilized in that tech. However, I’m curious how many people got distracted after the Tic Toc videos were finished and sharted watching random associated videos? I defiantly did and wasted a good 5 five minutes being off track. (I guess that’s a downfall of the nature of Tic Toc or my own focus) It was nice to see the plethora of short videos to watch, the concise nature of all the videos made it easier to navigate through the wealth of content that existed in this OER.
Great work everyone!
Thanks so much Michael! I know exactly what you mean about the TikTok – have a look at my A1 intro to see how long it took me to be emotionally ready to dive into the rabbit hole!
We are glad you enjoyed the assortment of short videos. Our end goal was to walk the talk and highlight Video Primary using video.
I am curious, then, on where you ranked “distractions” on that threat poll!
Hi Ying,
Great question! I found the threat poll to be quite the rabbit hole in itself.
The question may also lie in how you perceive the threats – as the teacher expecting the student to perform the assigned task, or as the student given the opportunity to use video on an assignment.
I would like to point out the link between ranking these threats and responding to the Padlet question on our Making VP Content page. The question of who is responsible for teaching students to make video could also encompass the question of who is responsible for teaching digital citizenship. In that case, does ranking the threats help the teacher better prepare their students for making (and eventually using) video content?
Thank you for your participation in the conversations!