Task 1:- Video Reflection on the use of videos in the classroom

Reflection:
There are two ways in which I use videos in my lectures and sessions, the first being videos created and pre-recorded by myself to flip the class and create topics for discussion within the class time frame. The second involves setting up a CA whereby my students’ create their own videos in class time and then present these to the whole class.
Videos are a very effective way of getting your students to engage with the material you are teaching and can allow a teacher or lecturer to concentrate on delivering a very hands on and engaging class. This can be done by flipping the classroom and have all the material pre-recorded prior to the start of any of your classes, (DeCesare, 2014).

The first: Flipping a classroom by engaging with video creation can really help how your class and content gets consumed by your students, (Bergmann & Sams, 2012). I have really started to change the way I teach now by adding a little more emphasis on creating multimedia type videos. My students can access my lectures online via the LMS they use and study the content before they come to class. This is however marred with issues relating to whether or not they actually really do engage with the material outside the classroom. The weak link here is that not all students come to lectures prepared, (Bell & Bull, 2010). Bergmann & Sams (2012) go on to outline that by creating a flipped classroom lectures or teachers can personalise their students’ education. They go on to indicate that their own students love the recorded lectures that they produced as they were able to catch up with what they missed, (Bergmann & Sams, 2012).

The Second: I have to say that the class involving creating a video using an app really sparked my interest on this Masters course. Although I have been trying to get my students to create videos using the following online video making tools: https://animoto.com , https://www.moovly.com, https://www.kizoa.com, https://wistia.com/blog/your-first-video, https://biteable.com/templates/infographic-video-maker, https://www.renderforest.com/video-maker, https://www.powtoon.com/home . I

have found that they find it too difficult to do this in class and apparently wait until they go home to use something they have installed on their parents or their own desktop machines. I have to say that using the apps kinemaster and filmorago really opened up a completely new way of engaging my students with making and editing videos within the class as an in-class activity. I tried it with my first year Digital Marketing students and they just jumped at it and created a series of videos, uploaded them to You Tube and embedded them onto their websites within 24hours. The ease of use of these apps was obvious however the older the individual the more frustrated they seemed to become using a small screen particularly on a smartphone. The students who used a tablet seemed to work faster and with less stress owning to the fact that the screen is much bigger as editing on a smart phone can be quite difficult, (Moorfield-Lang, Meier & Miller, 2014).

Link to video:

References
Bell, L, & Bull, G (2010), Teaching With Digital Video : Watch, Analyze, Create, Eugene, Or: International Society for Technology in Education [ISTE], eBook Collection (EBSCOhost), EBSCOhost, viewed 23 November 2017.

Bergmann, J, & Sams, A (2012), Flip Your Classroom : Reach Every Student In Every Class Every Day, Eugene, Or: ISTE, eBook Collection (EBSCOhost), EBSCOhost, viewed 25 November 2017.

DeCesare, JA (2014), Streaming Video Resources for Teaching, Learning, and Research, ALA TechSource, Chicago, Illinois.
Smith, G, & Throne, S (2009), Differentiating Instruction With Technology In Middle School Classrooms, Eugene, Or: International Society for Technology in Education [ISTE], eBook Collection (EBSCOhost), EBSCOhost, viewed 23 November 2017.

Moorfield-Lang, H, Meier, C, & Miller, R (2014), Tablet Computers In School Libraries And
Classrooms, Chicago: ALA Editions, eBook Collection (EBSCOhost), EBSCOhost, viewed 23 November 2017.