E-Media Education Lab
This website provides teacher training resources in media education and includes 10 different training scenarios along with evalutation strategies that have been used in different teacher training settings in Europeteacher training
MEDEAnet webinar “The Case for Media Education in the Classroom”
32 participants took part in this one-hour webinar to get an insight into different ways to integrate various media education schemes and approaches in the classroom in order to improve their students’ daily engagement with the media.
Nicoleta Fotiade from ActiveWatch in Bucharest, who is an expert in media education, gave a short introduction to various media education schemes and critical thinking methods in training settings that could help your students open their minds towards their critical interaction and use of information media. Using Nicoleta’s presentation as starting point, Marianna Vivitsou from the University of Helsinki in Finland discussed the examples provided from the pedagogic point of view and extrapolate them into a broader discussion based on her own media education experience. She shared her experience of a collaborative wiki project with Greek students in 2009-2010.
Following those two short presentations of around 20 minutes each, participants were given an opportunity to exchange experiences and to ask questions during a moderated online live discussion.
This webinar was aimed at teachers and trainers as well as representatives from educational ministries responsible for the development of the overall curriculum in different regions and countries.
To see the discussion linked to this webinar go to http://www.media-and-learning.eu/content/how-to-integrate-media-educatio...
A view about use of the digital video in learning
Opetustelevisio ei synnyttänyt oppimisen vallankumousta, eikä myöskään analogisten videoiden hyödyntäminen opetuksessa. Entä digitaalisten videoiden hyödyntäminen? Edelleenkään vallankumousta ei ole odotettavissa, mutta digivideoiden hyödyntäminen näyttää tukevan analogisia videoita joissakin suhteissa paremmin eräitä mielekkään opiskelun ja oppimisen ominaispiirteitä. Näihin pedagogisiin mahdollisuuksiin yliopistojen on perusteltua tarttua.
YLE is Finland's national public service broadcasting company and Opettaja.tv is its service for teachers both on TV and on-line. YLE Teema is broadcasting Opettaja.tv for a few hours on five days of the week, offering teaching material for class work as well as to serve teachers' further education and professional development. Most Opettaja.tv TV programmes are also available online.
The web site offers a great amount of audiovisual teaching material and tools for its use in class. The web site also serves as a discussion forum for teachers and as a platform for the exchange of teaching material.
Opettaja.tv is made in cooperation with headteachers and the Finnish National Board of Education.
Meaningful Learning with Digital and Online Videos: Theoretical Perspectives
Abstract on Ed/ITLib: "In this paper theoretical perspectives for analyzing the pedagogical meaningfulness of using videos in teaching, studying and learning are presented and discussed with a special focus on using digital and online video materials. The theoretical arguments were applied in the international JIBS – Joint Inserts Bank for Schools project (see < http://www.ebu.ch/departments/television/co_finance/jibs.php>). Out of existing theoretical literature six characteristics of meaningful learning were selected. According to these characteristics, meaningful learning is 1) active, 2) constructive and individual, 3) collaborative and conversational, 4) contextual, 5) guided, and 6) emotionally involving and motivating. In this paper, these characteristics are discussed with a special focus on learning with digital and online video materials. The characteristics provide insights into how digital and online videos can be used in a pedagogically meaningful way in teaching, studying and learning processes. It is evident that videos viewed either through television or computer can be seen as tools for learning. However, videos are just one component in the complexity of a classroom activity system. The learning outcomes depend largely on the way videos are used as part of the overall learning environment, e.g. how viewing or producing videos is integrated into other learning resources and tasks."
Digivideo.fi is a Finnish video enthusiasts website where you can find the latest news, topical articles and a lively discussion forum. It links to a Digivideo wiki as well.
Digital Video Association
Promoting Meaningful Learning through the Integrated Use of Digital Videos
This research focuses on the educational use of digital videos (DVs) for supporting meaningful learning in the primary school and university contexts. Educational use is understood as including both using and producing DVs. The topic is explored using an integrated process approach, that is, emphasizing how the educational use of DVs is integrated into instructional processes as a whole. The aim of this research on its most general level is to develop teaching and learning processes, as well as their outcomes. More specifically, its goal is to gain a research-based understanding of the integrated educational use of DVs for promoting meaningful learning and to use this understanding in the design and implementation of DV-supported university courses. In pursuing these aims, the research addresses the challenges for the primary school and universities posed by working life and digital media cultures as well as a number needs identified in previous and the present research.
Doctoral dissertation by Ms. Päivi Hakkarainen, University of Lapland, Finland. Her website: http://paivihakkarainen.wordpress.com/
meaningful learning, educational use of digital videos, pedagogical mode!, case-based teaching, problem-based learning (PBL), role-playing method, design-based research
Designing and implementing a PBL course on educational digital video production: Lessons learned from a design-based research
Article published in Educational Technology Research & Development.
This paper reports on a design-based research (DBR) process for designing, implementing, and refining a problem-based learning (PBL) course on educational digital video (DV) use and production at the University of Lapland’s Faculty of Education. The study focuses on the students’ learning processes and outcomes from the viewpoint of meaningful learning. The research subjects included two pilot students and ten students enrolled in the course. To promote the reliability of the findings, data of various kinds and from multiple sources were used, including video recordings of the PBL tutorial sessions. The results suggest that PBL offers a good model to support students’ knowledge and skills in producing and using educational DV. In addition, the results suggest that DV production can be used as a method to learn about the subject matter of the DVs.
Design-based research - Meaningful learning - Problem-based learning - Students-as-video-producers
Towards Meaningful Learning through Digital Video Supported, Case Based Teaching
Article published in Australasian Journal of Educational Technology. This paper reports an action research case study in which a traditional lecture based, face to face Network Management course at the University of Lapland's Faculty of Social Sciences was developed into two different course versions resorting to case based teaching: a face to face version and an online version. In the face to face version, the teacher designed and produced three digital video supported case studies with the students to be used as learning material for the online version. The research focuses on finding out the student perspective on the following questions: (1) Can designing and producing digital video supported cases constitute a meaningful learning process for the students? (2) Can solving digital video supported cases in an online course support meaningful learning for the students? and (3) What roles do the digital videos play in the online students' meaningful learning process? The research indicates that both designing and producing, as well as solving the digital video supported cases, promoted especially the active and contextual aspects of the students' meaningful learning as well as the students' positive emotional involvement in the learning process. Several implications for further development of the Network Management course and for the development of university teaching across disciplines can be drawn from the results.