Learning and Reflecting with Video

I remember like it was yesterday when I began blogging back in 2009. To think that I would still be writing a post a week many years later is a vast understatement, coming from someone who had every excuse not to start in the first place. Trust when I say that it’s a struggle these days to either come up with new ideas or to add a unique angle to what has already been written. If it’s important to you, then you’ll find a way. If not, then you will make an excuse. I am by no means a great writer, but I’d like to think that this is only one driving force that keeps me writing. If you were to ask me why I really write, my response would be to reflect and learn openly.

Part of my evolution has been to explore new pathways to reach my professional goals while attempting to give something back in return to educators. In my quest to practice what I preach and grow, I have begun to utilize video as a means to articulate ideas, share my learning, and openly reflect. When you think about the potential video has to articulate a message, it makes sense to harness its power. YouTube is now the world’s second-largest search engine, and a one-minute video equates to almost 1.8 million words per minute. No wonder more and more educators have begun to use this medium to connect with other people.

Not only has it pushed me outside my comfort zone, but I can now go into more depth on the topics I am passionate about.  The result has been the creation of a vlog (video blog) in the form of a YouTube Channel, which you can access HERE. As I am always looking for feedback, I hope you will take a look and let me know what you think. My vlog is nothing fancy. In order to preserve the essence of learning and reflecting, I record a live, unrehearsed video using Periscope about once every two weeks.  I like using this tool because it syncs with and simultaneously broadcasts across Twitter.

Since I am human many finished products have me babbling, tripping over my own words, and at times losing my train of thought. With learning not being a perfect science and reflecting a very personal experience, I want my videos to be as realistic as possible. I begin with Periscope, a live streaming app. Once the live video on Periscope ends it archives on my phone. From here I upload it to both IGTV (Instagram TV) and YouTube. Why all three you ask? Different people prefer different mediums when it comes to consumption and engagement. One of my hopes is that my video musings might be able to help out other educators as they work through ideas, strategies, or even their reflections in their preferred space. Choice matters for both kids and adults.

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In the classroom, or even outside of it, video is one of the most powerful learning tools there is. Educators can utilize tools such as Edpuzzle and Playposit where pre-selected videos are inserted for students to not only watch but also answer questions along the way. The days of passive viewing while taking up valuable instructional time can now be a thing of the past. What I love about all of these tools is the ability of teachers to insert questions that can empower learners to think and apply their thinking at various levels of knowledge taxonomy. In the case of Edpuzzle and Playposit, the responses can go straight to an LMS (learning management system) such as Google Classroom or Schoology. The self-directed nature and accountability components make all of these tools fantastic elements as part of pedagogically sound blended learning strategies.

Educators can also harness video to create flipped lessons. In addition to those mentioned above, teachers can create their own videos using tools such as Educreations or Adobe Captivate. In lieu of homework, students watch these five to ten-minute mini-lessons that cover new material that would typically be covered in class. Kids can control pace (pause, re-watch) and place (where they watch). This strategy then frees up the teacher to differentiate instruction and work with students to actively apply concepts during class time.

There is a slew of other tools that kids can use not only to demonstrate but also reflect on learning. Two of my favorites are Padlet and Flipgrid. Each tool allows for the creation of a short video that is then added to either an open digital board (Padlet) or grid (Flipgrid). Think about how powerful it is to have kids solve a problem on whiteboards and then explain how they solved it by creating a short video to get both peer and teacher feedback. When it comes to reflecting, both of these tools, as well as Seesaw, can be used for students to articulate not just what they learned, but why they learned it and how what was learned will be used outside of school. Regardless of the method used, it is essential that reflection time is built into every lesson.

Whether as an adult learner or creating a culture that empowers your students, video can serve as an essential means to help you and others reach their goals. The key with any change to practice is to see the value in it and make the time to figure out ways to integrate it into what you do. In the end, it is less about the tool and all about improving outcomes.

Unleashing the True Potential of Video for Learning

The best job on the planet is that of a parent.  I can’t begin to explain how awesome it has been over the years watching my kids grow up and being actively engaged in their lives.  Sure, there are some lows along the way, but the highs are what bring so much joy and purpose into our own lives.  If you are a parent, you know exactly what I am talking about.  I had always envisioned the types of activities my kids would participate in with sports being one of them. However, I never thought that parenthood would bestow the official role of “cheer dad” upon me in the case of my daughter, but I am so glad that it did.

For starters, I never realized the sheer athleticism that is needed to excel in competitive cheerleading.  My daughter does all of these elaborate flips and stunts, often referred to as tumbling in the cheerleading world, that leave me in a state of awe every time I watch her.  I know for a fact that if I attempted any of these moves, I would severely hurt myself.  Equally as impressive are the team aspects of cheer. In a short period, she progressed numerous levels regarding the specific skills she could perform thanks to the dedication on her part and some phenomenal coaches. The coordination, agility, and strength that it takes to perform difficult routines that combine stunts, flips and dance are incredible.  Loud and annoying music aside, competitive cheerleading has to be one of the most difficult and demanding sports out there.

My wife and I try to support our daughter the best we can as she loves this sport with a passion.  One day when I was traveling, my wife purchased a contraption called an air track. It is a tumbling mat that simulates a bouncing floor similar to what the girls cheer on at the gym and competitions. We have it in a shed outside where my daughter and her friends can set it up and practice anytime they want.  Here is where the learning aspect comes into play.  Routinely my daughter will set up her iPhone on the fence to record herself as she tumbles away. She then watches the video to self-critique her form and reflect on what can be done to improve.  The best part is that she is doing this all on her own thanks to intrinsic motivation.  On many occasions, she will then take the video clips to her coach for feedback.

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As impressed as I am with my daughter on her use of video in support of learning and mastering cheer skills, I am equally impressed with her coach.  During private lessons, he will use his iPad to video and then review my daughter’s technique and what she has to do to improve.  At the end of the lesson, he will then come up to me and go through various video clips showing where she started during the session and where she eventually ended up focusing on growth.  He does the same during team practice.  Video, captured either through a smartphone or tablet, has become an essential coaching tool to assist the girls with learning their routine.  

The above story lays out how video can effectively be utilized to support learning.  Various research studies have revealed how video can serve as a highly effective learning tool (Allen & Smith, 2012; Kay, 2012; Lloyd & Robertson, 2012; Rackaway, 2012; Hsin & Cigas, 2013). Cynthia Brame from Vanderbilt University’s Center for Teaching looked at these and many other studies as they worked to outline the following elements to consider to ensure effective implementation. 

1. Cognitive load
2. Non-cognitive factors that impact engagement
3. Features that promote active learning

For more details on the three elements listed above, please check out the entire article.  I want to focus on number three, as the goal of video shouldn’t just be consumption and knowledge acquisition, but transfer and application through active learning.  Cynthia Brame shares this:

"To help students get the most out of an educational video, it’s essential to provide tools to help them process the information and to monitor their understanding. There are multiple ways to do this effectively such as guiding questions, using interactive features that give students control, and integrating questions into the video. The critical thing to keep in mind is that watching a video can be a passive experience, much as reading can be. To make the most of video, we need to help students do the processing and self-evaluation that will lead to the learning we want to see."

I couldn’t agree more with the synopsis above. Just showing a video in class doesn’t cut it and is dismissive of the potential it can have as an educational tool. For video to really impact learning and outcomes, active use should be the goal. What is even more important is how learners are empowered to use their own devices to capture video as a means to showcase what they have learned (see an example here from one of my former students), reflect, and set actionable goals for growth.  When aligned with knowledge taxonomy ask yourself how video is being used by kids to apply, analyze, evaluate, and create.  

In the case of my daughter, I can say without a doubt that she uses it to support her learning and growth in cheer.  Imagine then the possibilities for learners in our classrooms. 

Leading With Video

There is no denying the power of video in society.  In a 2014 Forbes article, Richard Tiland makes some significant points when it comes to video and leadership. For example:

The use of video is so ubiquitous in our everyday lives; it has become part of our subconscious. We don’t even realize how much we know and learn from video—news, commercials, documentaries, even YouTube.  

As Tiland continues to explain, the use of video in society extends well beyond entertainment:

It has become a critical component in business, politics, communication, social media and even in music.   We need video to market and sell products, promote new ideas and share beliefs.

This paradigm shift has resulted in one of the most powerful tools available to leaders across the globe as explained by Tiland:

Ultimately, therein lies the power of video—the ability to effectively share beliefs and impact audiences worldwide from the comfort of their homes to the screens of their smart phones 24 hours per day, 7 days per week!

Image credit: http://success8760.com/wp-content/uploads/2013/11/Power-of-video-infograph.png

Digital leaders know full well the power of video. As principal I routinely used video tools to improve communications, enhance public relations, and create a positive brand presence.  Leaders today can harness mainstay video tools to build better connections and relationships with all stakeholders while telling the story of their school/district in a way that was never possible. Video tools can also be used as pivotal learning tools that save precious time and money.  Below I break down four main categories of digital tools:

Archived video (moderate/long length)

YouTube has long been the video tool of choice for digital leaders. Principal Tony Sinanis has used it as a communication tool for years by having his elementary students deliver morning announcements.  As principal I used a tool called ZippSlip where I could record video messages to my parents that were then embedded as YouTube videos right into the email.  Using YouTube as a public relations and branding tool is a seamless shift when leaders record and then share school events focusing on students such as art shows, concerts, athletic events, and award ceremonies.  For videos longer than fifteen minutes leaders can take advantage of Vimeo for free.  Want to learn something new? Check out YouTube EDU.

Archived video (short length)

Tools such Instagram have revolutionized the way leaders can share innovative practices in brevity.  With less than fifteen seconds, tools like this can capture short highlights that demonstrate the awesomeness occurring in our schools every day. These short video clips go a long way towards building a brand presence that extends well beyond a local school or district.  With such a short window to record, the excuses not to use these tools quickly fades. Want to use short video to support your learning? Well the popular walkie talkie app Voxer has you covered.  Voxer now allows users to take and share videos up to fifteen seconds in length.

Live video

Ustream set the standard for streaming video live, even in HD. When my New Milford HS students engaged in a book discussion on Drive with Dan Pink, I streamed the session live using this free tool and archived it to share with my superintendent and BOE.  The latest rage is Periscope, a free, live video streaming app for iOS and Android device.   As a “live video streaming platform”, educators can transmit live recordings of themselves to Persicope and Twitter followers.  Since Periscope is owned by Twitter it automatically links to your Twitter account.  Users get a notification anytime the educators you’re following do a live transmission. Periscope is great for catching glimpses of live presentations at conferences or sharing knowledge instantly using the power of video. You can re-watch any video from your followers for 24 hours after the live broadcast, but after that they disappear and are not permanently archived. For more information on Periscope check out these great resources:

• Periscope: top tips for using Twitter’s latest app
• The Scoop on Periscope: Broadcast Live Video to the World
• Periscope the School

Videoconferencing

Free applications such as Skype and Google Hangouts allow leaders to easily connect with both experts and practitioners. We used videoconferencing in my district to make better use of our precious time. In lieu of face-to-face meetings where we had to leave our buildings, I suggested to all of the building leaders across all schools to meet via Google Hangouts. The free group video chat feature was a game-changer for us.

Great leaders always strive to continuously improve professional practice.  Don't neglect the power of video to become a better communicator, learn on the go at times convenient for you, become the storyteller-in chief, and construct a school/district brand that will build greater support and appreciation from all stakeholders.

The Power of Video

Students in Mrs. Tambuscio’s World History class culminated a unit on the Holocaust by applying their historical knowledge to the viewing of survivor testimonies.  Students were able to utilize IWitness,  which is a computer-based program created by the USC Shoah Foundation’s Institute for Visual History. This educational tool includes over 1,200 video testimonies of Holocaust and genocide survivors. The program incorporates multimedia activities and digital resources, which allow students to engage in active learning.  

The learning connects students to the past, engages them in the present, and motivates them to build a better future.  The students were able to learn particular aspects of a survivor’s story, record reflections, and actually create a video utilizing testimony clips and artifacts to tell their impression of a particular survivor’s story.  Using the website, students build the video project into the site, which allows access to each participant, as well as the teacher.  As a result, the classroom teacher and students can comment on each project, which creates a vibrant discourse about students work and each survivor.  

In September of 2013, interested New Milford High School students will have an opportunity to participate in the IWitness Challenge during the 20th Anniversary of Steven Spielberg’s Oscar winning film, Schindler’s List, through the USC Shoah Foundation. The Institute for Visual History and Education is sponsoring the IWitness Video Challenge. The Institute has invited students from all over North America to be inspired by the voices in IWitness, to use their innovation and creativity to create positive value in their communities by doing something ordinary (or extraordinary), and then asks them to build a video telling the story about how they contributed to making their communities a better place.  Interested students will complete the “IWitness Video Challenge” Activity on the IWitness website. The activity challenges them to increase their understanding of digital and media literacy, deepen their critical thinking, and promote positive social change in their community and in the world. 

The winning video from each region will then move on to the national judging panel.  One national Winner will receive an all-expense-paid trip with one parent or guardian, and his/her teacher, to screen their video as part of the USC Shoah Foundation's 20th anniversary activities in Los Angeles, as well as attend the 2014 Annual USC Shoah Foundation Gala as invited guests. If the winning entry is from a team video project, one student representative will need to be selected by the teacher to represent the team in Los Angeles.