Reflection 4.3

In my previous years as a student, I've always found that the use of video has been more interesting, enjoyable and entertaining then reading information directly from a text book.  The use of video further adds more depth by immersing students directly into a topic.  As a result, this has always been a more memorable experience which I found information easier to analyse and recall.

Liraz Margalit Ph.D. in her post Video vs Text: The Brain Perspective on Psychology Today says that:

When we watch a video, we become immersed in it and create an empathetic connection with the screen. If you want your visitors to fall in love with your content, it makes sense to deliver it via video. That’s because it’s much easier for us to become emotionally attached to something we watch in a video than something we read in an article.

From a substitution level, information may have been represented in a text book with a couple of charts or images.  I can now chart this information in a workflow diagram and include the data in an informative video.  This information can be embedded in a powerpoint presentation.

From a augmentation level, a student may have previous read information from a text book to create a subconscious visual imagery/representation such as a step by step guide on how to create a blog.  I can now create a video to demonstrate to my students how I physically create a blog using Google Blogger.  The video recording adds an extra layer of visual and audio instructions.  This may assist a student if they do not understand or misinterpret the written language, however will may find it a lot easier to follow the bouncing ball.

By the same token, on a topic such as creating networks, a student construct a short video clip defining the different elements of a computer network and provide either still images, or short representation of how the different components talk to each over a network.

From a modification level, students may be tasked to collaboratively create a network and post a video detailing the steps into a blog for assessment.  The students can discuss the steps, post comments and provide feedback.  The students may share information and discuss if step is not entirely correct.  The students could also post their own video..

From a redefinition level, I may present a real-life problem in a Wiki, such as generating a solution to replace the electricity in a classroom with a renewable resource with a limited budget.  The students will form into smalls and will also collaborate with other groups in the class.  The students can contact industry professionals to obtain quotes for various devices such as solar panels, batteries, installation cost, window turbines etc. Students are required to chart the progress, and provide budgeting information.  Students could create a video detailing the steps required to setup a solar panel network and the amount of electricity produced and carbon emissions saved.  This information could be provided in a visual chart.


References:
Psychology Today, Posted May 01 2015.  Video vs Text: The Brain Perspective.  https://www.psychologytoday.com/blog/behind-online-behavior/201505/video-vs-text-the-brain-perspective