Grassroots Video Questions
From Horizon Project
[edit] 2008 Research Agenda Topics
[edit] 2007 Activity |
[edit] The 2008 Horizon Report: Toward a Research Agenda
With the release of the 2008 edition in this annual series, the NMC is continuing the concerted, international effort started last year to describe a research agenda based on the six practices and technologies featured in the 2008 edition of the Horizon Report. You are invited to participate in this process, contribute to the discussion, and help shape directions for future research in these topics across higher education.
read online version of the 2008 Horizon Report on Grassroots Video
[edit] What are the missing pieces for Grassroots Video to be implemented in higher education?
- Student access to videos/distribution tools
- Faculty technical and pedagogical training
- Authenticated college sites
- Storage limitations
- Knowledge about apps like jing
- Support for instructors and students and infrastructure
- Best practices- standards
- New media literacy buy-in
- Search engines, based on semantics
- For the faculty to meet students in support of this technology. Video needs to be accepted as a valid form of assessment and evaluation for the core curriculum as video project submissions, video journals, etc.
- A standard meta-tagging system to allow for search of such medium
- Faculty awareness of its value
- Training and support for faculty and students for grassroots video projects in non-technology classes (i.e.: english, communication, etc.)
- Ease of storage, editing, dissemination of video- a simple start-to-end solution for the above.
- From the community college perspective, learner access to bandwidth and technical skills/tools to create. Resources are needed within disciplines to facilitate faculty adoption and integration into the curriculum.
- No standard for classification; hard to search and find specifics- very subjective
- Tool.s for students
- Pedagogical
- How does it fit into the curriculum?
- Student tools (access, technical training, pedagogical training (case studies, examples). implement new distribution, restructuring assessment to include video.
- Storage infrastructure
- Faculty behind students- organized training effort, leader to make initiative API
- Hardware
- Faculty enthusiasm
- This is huge for us, but pace of change and institutional speed of response don't match.
- Store, share, access, ownership, intellectual property issues.
- Staff and students need a chance to learn how to make effective short videos. Technically it is not difficult, though there are some important rules to follow to make the video easy to hear and view. The new learning for most people is how to compose and how to express oneself in this medium. All students are highly experienced in making writing products. Few are used to expressing themselves confidently on video. As with writing, there is not one correct style, and shy people will have a different style to loud people. It is largely a matter of trial and error to learn what style suits oneself, but staff and students need an opportunity to do so without feeling too ridiculous while doing so.
- Training faculty to use them efficiently.
- Training for faculty, time to train faculty.
Issues of video quality: cell phone video recording vs. higher quality video cameras / how functional are cell phone videos for projected display?
- FERPA issues
- Issues of drafts and process / would videos be seen prior to any kind of public display?
- Should all disciplines teach the use of grassroots video?
- Should we teach a specific type of video use or just the concepts if the technology has the potential to quickly change?
- What are the issues regarding students having to display videos publicly (even to the class) vs. turning in an assignment directly to a professor?
- How do we teach students to think critically about consuming / watching grassroots video?
- Is video a big time waster?
- How does video facilitate creativity?
- Privacy of people captured on video
- Copyright: who owns the video? For instance, someone videotaping a professor's lecture.
- Quality issues
- People wanting to own content rather than freely exchanging it
- Liability: can you be held liable for what's recorded?
- Ability to remix video to make more authoritative
- Add your comments here...
- infrastructure, storage & uploading to the video archive, data management (quotas)
- software, ease of use, time spent learning software
- students' views & opinions in conflict with those of the university (i.e. racism, sexism, etc)
[edit] What kind of research would you like to see around Grassroots Video
- New, effective assessment methods
- Learning impact
- How student generated videos help students learn in subjects where it is not obvious
- One touch process for content upload and web use.
- Use in students articulating process thinking behind their work
- Semantics
- Inquiry about how to encourage faculty to incorporate video into their curriculum
- This is just one more form of information...how do we ensure students actually use them for academic purposes?
- Retention and success rates of non-CIS courses who integrate grassroots video projects compared to some courses/some faculty without such projects
- Research on barriers to using videos
- Need semantic tagging of video segments- to enable search engine indexing of videosthat is more complete than user generated tags.
- Training the search engine
- Adding metadata
- Positive impacts of student generated video
- Impact of student generated projects; impact of rich-media content delivery(faculty). How do you measure student-generated video?
- Research barriers
- Best practices
- Affects on traditional skills (e.g. writing)
- Does making something freely and openly available really threaten academic identity?
- Critical Media studies - self reflective use and critical analysis of media form.
- What limitations there are on open source video.
- Student and instructor use of grassroots video vs. production
- What are the discipline-specific professional applications of grassroots video
- Are more traditional assignments 'dead'? Is industry calling for a new set of skills other than those developed through traditional assignments? How does grassroots video relate to these professional changes?
- How does video affect educational practice? (And job security?)
- Finding relevant, authoritative videos
- Add your comments here...
Question for research: What makes (short) video work for learning? Obviously the YouTube experience demonstrates that short video is easily produced and can be a powerful communication medium. But the 'obviously' needs to be tested test to see whether this is really true. What is it about video that works? When is video a good way to tell a story or put a point of view and when is it not?
- looking at models of who is responsible for storage and archiving
- value in language, arts and performance courses but how does it work for other types of course or for straightforward instruction
- is the student learning better and faster and does it increase retention?
[edit] What are the learning implications of Grassroots Video?
- Video versus research paper
- Collective intelligence
- Online document and online training
- Students more focused on metacognitive issues
- Media literacy
- Video is the medium of choice for the 20 and below croud. If we are not meeting them where they live, why are we doing
- Would address more diverse learning styles
- Ease of access
- 21st century literacy skills
- Collaboration, critical thinking, higher order thinking, engagement, value add, power of the self, social networking, etc.
- Train students
- How can tech enhance education?
- Ability to provide multiple and sometimes more appropriate forms of communication and expression
- Authenticity, engagement, real and common constructisism.
- Food for architecture, urban studies.
- Video compression problems, copyright permissions.
- How do students address a specific and/or general audience? How do they identify their grassroots video audience if distributed through YouTube, etc.?
- What strategies can students use so that their grassroots video is seen by a larger group (if that is desirable)?
- Illustrate specific concepts difficult to describe in words: e.g., in medicine, different gaits, physical traits, etc. Show rather than tell.
- Opening up class time for higher level thinking (show the video, then move on to experimentation and application)
- Add your comments here...
- might be effective for those with learning disabilities
- teaching through computer interfaces and instruction through video could ease learning curves for certain tasks and topics
- is the visual as important and effective as audio in particular cases?
- seeing the evolution of one student's work through visual archive
- consistency in teaching a topic by showing the same instructions to every participant, semester after semester - repetition aiding in retention?
