3.2 Video and Audio-visuals

Introduction

Traditional media such as audio and video offer educators a challenge in rethinking much of the methods and content used to deliver information, helping it tilt the balance away from teacher centred instruction towards learner-centred study. Video offers the advantage of utilising vision in new ways. In recent years, there has been a growing interest in the creation and use of web-accessed digital video and audio throughout the education sector. The pedagogical vision is clear that only when video and audio have become routine components of education and e-learning will we have an educational environment that reflects the media-rich world in which we now live.

In this section we will revisit the positioning of audio and video technologies in a digital learning scenario. We will trace the recent developments in this area and probe some of the issues and possibilities regarding the appropriate use of audio and video technologies, and how to ensure proper integration and interaction with these technologies so as to achieve the desired learning outcomes.

This section will be presented in five (5) parts as illustrated in the table below:

Title

Text Resources

Introduction to video and audio devices

Handbook on Digital Video and Audio in Education Creating and using audio and video material for educational purposes.

Section 2.1 to 2.4: Why I use video with my students (pp.5-10)
http://www.atit.be/dwnld/VideoAktiv_Handbook_fin.pdf

Change in pedagogic approach

Handbook on Digital Video and Audio in Education Creating and using audio and video material for educational purposes.

Section 2.5 to 2.6: Why I use video with my students (pp.10-12)
http://www.atit.be/dwnld/VideoAktiv_Handbook_fin.pdf

Innovative applications of digital video

Handbook on Digital Video and Audio in Education Creating and using audio and video material for educational purposes.

Section 3.1 to 3.2: Why I use video with my students (pp.12-16)
http://www.atit.be/dwnld/VideoAktiv_Handbook_fin.pdf

Audio-based interactivity

Burns, M (2011) Distance Education for Teacher Training: Modes, Models and Methods

Chapter 2: Audio-based Distance Education (pp.18-31)

http://idd.edc.org/sites/idd.edc.org/files/DE%20Book-final.pdf
Video-based interactivity

Burns, M (2011) Distance Education for Teacher Training: Modes, Models and Methods

Chapter 3: Televisually based Distance Education (pp.32-45)

http://idd.edc.org/sites/idd.edc.org/files/DE%20Book-final.pdf

Learning Outcomes

By the end of this section, you should be able to:

  1. Identify various developments in the use of audio/radio and video/television technologies in education with the emergence digital learning.
  2. Demonstrate how interactivity and integration can enhance the learning potential of images and sound.
  3. Explain the potential of different types of video/television presentations in providing varied opportunities for interactivity and integration.
  4. Explore how various types of video/television presentations can lead to differential learning outcomes.
  5. Describe the potential of interactive audio/radio presentations with suitable examples of educational situations.
  6. Describe the potential of interactive video/television presentations with suitable examples of educational situations.

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