Week 9 shared online video
There is no denying that the use of shared online video content on YouTube, Facebook, or Google videos ect. has become popular for years. Take myself as an example, I love to watch the films that my friends posted or shared on Facebook, especially music videos. And, we could have a conversation about the concept that film tried to convey. It seems to me that we no longer need to download the mp3 or mp4 to follow the fashion music, because we are able to find any songs on YouTube at no cost. That is extremely exciting.
Not surprisingly, younger adults are more likely to watch comedy or humorous videos (Purcell, 2010). People like to share and watch a variety of interesting films online. I, too, shared my project film the small red pedestrian last year on YouTube:
But it still begs a question: How to make the connection between the use of video online shared and educational purposes? First, watching a video is not the same as just reading a piece of paper. We could use the video as a means to teach students knowledge so that students would be able to recall the knowledge through both verbal and visual channels. More importantly, the animation or action in the video makes the information alive in such a way that students could be more engaged and immerse themselves in visual learning environment.
Moreover, as we know, the importance of dual coding theory plays an important role in visual learning. Dr. Bonk (2008), for instance, chose a series of quite fascinating videos on Daniel Tammet who is a savant from the United Kingdom with rare mathematical and language abilities in order to introduce cognitive theory and the limits of each stages of human information processing. That is, interesting shared online videos are used as a means to attract students’ attention.
Further, I just recall prior learning experience. Then, I found out that reading papers and being taught in a boring lecture are the only way to build my basic understanding of learning theories. Frequently, it takes times to figure out the abstract concept of learning theory. If we as teachers just use shared online videos and mesh-up videos to introduce the abstract concept of learning theory to students, it would be much more useful for students to make sense, as it allows them to better understand the content in more decent and delicious ways.
Bonk, C. J. (2008, March). YouTube anchors and enders: The use of shared online video content as a macrocontext for learning. Paper presented at the American Educational Research Association (AERA) 2008 Annual Meeting, New York, NY.
Purcell, K. (2010, June 3). The State of Online Video. Pew Internet & American Life Project. Pew Internet & American Life Project.