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
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Allows students to be creative
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Students could get distracted from knowledge the lesson is teaching
|
To provide a lesson that caters to the 21st Century
Learner
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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
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An opportunity for students to give their work depth, task is more
engaging
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Teacher must cover all bases, getting permission from students and
parents to use either their images or work
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Range of engaging activities that the tool can be used for
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Technology often fails, must always have a back up plan
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Create a positive learning environment where students feel value and
pride in their work
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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
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Allow students to showcase their individuality!
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