What was you favourite learning theory?

Thursday, 16 August 2012

Learning Tool 2- Windows Movie Maker

Week 4 Tool Selection- Windows Movie Maker

Windows Movie Maker is an invaluable resource in the classroom it allows the students to be innovative and creative, bringing their subject matter to life! This free download from Microsoft installs itself quickly and easily on any windows computer. The video’s the user can create vary greatly, it is taken from the files saved on your computer so this could include, images you have uploaded from a device, video clips you have uploaded from a device, music files on your PC, images from the internet and video clips from the internet. With this tool I was able to create a video, see the previous post, that quickly showcased some of the major scenes from two modern day film renditions of Shakespeare’s, Romeo and Juliet. I was able to compare significant scenes and characters to accentuate the differences in technical aspects, setting and character. I was able to provide an opening title for this film and also credits at the end. I also embedded one of my music clips over the images, adding to its modality. All of this was created in just five minutes! In this tool you can also narrate over the top of your images, alter the transition time and effect and record straight from your computer if you have access to a webcam! When the video is created and you are happy with it you then save it to your computer, you can save it in a number of different sizes and file formats. When this step is complete you are just a few clicks of the mouse away from uploading it to youtube, a blog, wiki or weebly (as long as you have the paid for version). Essentially in a matter of minutes I can breathe life to my thoughts through video and share it with the world! It’s not only the teachers who can create using this tool though, it is also a great tool for students to explore and create. It gives the students the ability to create and edit videos, when undertaking a lesson on analysing cinematic elements in a classroom it is very useful for students to first experiment with the equipment, video recorder, lights etc. and then edit them using this software. Another innovative task could be students creating and editing a interview style talk show, where they can choose to be a historical figure or a fictional character form the set novel. This would allow students to incorporate mannerisms, vocal inference, and their own interpretation on the person. It would also show they have a deep understanding of the character. Another task similar to this would be for students to upload a gallery of images from a recent excursion and narrate over the top, explaining what the images we are looking at signify. A final idea would also be a unit built around modern history or politics, it could also be used in an English unit, a news reporting task that requires students to research a topic and then present an expose on that topic. Students can then upload the videos they create to their blogs and compare and give feedback to their peers. These skills and tasks would need to be scaffolded appropriately for students, through a demonstration on how the tool works, to modelling the required task for them, knowledge must be built gradually and coherently. Video allows the user to cater for multiple intellegences and learning styles, it also allows the creator to reflect and analyse their work, something not afforded with oral presentations. 


The table to the left is an example of the scope of learning within designed video. This image is taken from a study by Schwarz and Harman n.d. The two men also outline the importance of using video as not only instructional but assessable as well, this means carrying it through your whole unit. To consider the functionality of Windows Movie Maker in the classroom I have completed a SWOT analysis.
Strength
Weakness
Opportunity
Threat
Allows students to be creative
Students could get distracted from knowledge the lesson is teaching
To provide a lesson that caters to the 21st Century Learner
If copyright laws and limitations are not scaffolded into the learning students could break them
Caters to a range of learning styles, you see, hear and do
If scaffolding of lessons is not done correctly some students may fall behind and lose interest in the task
An opportunity for students to give their work depth, task is more engaging
Teacher must cover all bases, getting permission from students and parents to use either their images or work
Range of engaging activities that the tool can be used for
Technology often fails, must always have a back up plan
Create a positive learning environment where students feel value and pride in their work
Teacher must ensure that if videos are going to be uploaded online they must be secure, i.e. limiting access of public to wiki’s
Easy to use and create videos

Allow students to showcase their individuality!

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