INTEGRATING VIDEO TECHNOLOGY INTO CLASSROOM DEMONSTRATIONS by Dallas G. Bradbury Nathan K. Hillyard Weston S. Kidder A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah November 13, 2018 Approved ______________________________ Vincent C. Bates, Ph.D ______________________________ Sheryl J. Rushton, Ph.D ______________________________ Louise R. Moulding, Ph.DVideo Technology In Classroom Demonstration 2 Acknowledgments We would like to thank Dr. Vincent Bates for encouraging us to work as a group and being willing to chair our project. We would also like to thank Dr. Louise Moulding and Dr. Sheryl Rushton for contributing to our project as committee members. Furthermore, we would like to also thank all our other professors throughout this program. Dallas I would like to thank my wife Jessica for her continual support, encouragement, and for holding down the fort while I was doing homework. Also, my three children, Camden, Bailey, and Porter, I can finally play now. A huge thank you to my parents and in-laws for their love and support. I could not have done it without each of you. Nathan I would like to thank my wife Tiffany and my kids, Allison, Tyson, Isaac, MaKenzie and Sadie. In many ways they worked as hard and sacrificed as much as I did. I couldn’t have completed this without their patience, love, and support. Weston I would like to thank my wife Kristen for her patience, understanding, and sacrifice throughout this program. I would also like to thank my girls Elizabeth and Emmalee for their patience while I completed my homework. I could not have done it without your love and support, thank you. Lastly, Nate and I would like to thank Dallas Bradbury for encouraging us to enroll in this program with him. Video Technology In Classroom Demonstration 3 Abstract Educators are continually being asked to differentiate instruction and increase the use of technology in order to reach more students. Because we teach in performance based classrooms, we rely on live demonstrations to transfer skills to students. Making and using custom demonstration videos allows more time to be spent tutoring students that need additional instruction. Additionally, video instruction bridges the gap for student absenteeism, making substitutes more effective when needed, and allows students to become autonomous in their learning. Using technology is second nature to students. They use technology for nearly everything in their lives. Students use the internet as one of their first sources of information, and this includes videos. In this project, we provided students with video instruction, that they are accustom to, from our individual content areas. Using video technology comes natural to this generation of learners. Technology is embedded in their daily lives and will be for the foreseeable future. When students want to learn how to do something, they first turn to the internet for instruction or a video. The videos produced for this project will provide the instruction students are looking for, filmed in the classroom they are familiar with.Video Technology In Classroom Demonstration 4 Table of Contents NATURE OF THE PROBLEM.................................................................................................. 5 Literature Review................................................................................................................. 8 Digital Technology in the Classroom.................................................................. 8 Traditional Demonstration vs. Digital Demonstration.................................... 10 Flipped Classroom.............................................................................................. 11 Substitute Teachers............................................................................................ 14 Making Effective Videos.................................................................................... 15 Disadvantages of Using Videos in Teaching ................................................................ 19 Influence of Preexisting Instructional Videos, Platforms, and Content Creators… 20 Nathan................................................................................................................. 21 Weston................................................................................................................. 24 Dallas................................................................................................................... 30 Conclusion...................................................................................................................... 34 PURPOSE................................................................................................................................... 37 PROCESS................................................................................................................................... 39 DISCUSSION.............................................................................................................................40 Nathan............................................................................................................................ 40 Weston............................................................................................................................ 42 Dallas.............................................................................................................................. 47 Group Summary............................................................................................................. 51 REFERENCES............................................................................................................... 53 APPENDEX: Video script template......................................................................................... 59Video Technology In Classroom Demonstration 5 NATURE OF THE PROBLEM As technology is becoming more prevalent in schools and is being used as a significant teaching tool, educators are turning to video as a method of introducing ideas, demonstrating processes and modeling correct techniques. Using technology to pass on information can engage more students and differentiate learning. Educators have also been asked for the past decade or more to personalize and individualize education for each student (Bergman & Sams, 2012). Often times while teaching a lesson, however, only those students who are sitting close can see what is happening and those in the back of the group cannot see the demonstration. For many performance and skills based classes, using live and recorded video to assist in teaching helps students not only see the demonstration better but also allows students to re-watch or review the lesson at their own pace. Access to video technology in the classroom allows students to engage in the lesson as well as allows for the educator to differentiate the lessons for diverse learners. While there are thousands of videos on sites such as YouTube, a myriad of problems make these resources less than ideal. The first problem we face is trying to find a video that demonstrates the processes or techniques that we want our students to use. Many of the tools or equipment will be different compared to what we have in our current classrooms and safety procedures, essential in the classroom, are often overlooked in personal workspaces. The second problem is that the quality of some videos might be acceptable to view on a small screen, such as a cell phone, but not on a classroom projector or TV. The third problem we face is the possibility of inappropriate language and offensive images. This has caused our school district to ban student access to many video sites, making it harder for teachers to use videos found on the internet in their instruction. Finally, many of the videos currently available for use are stored on the computers in the classroom, or on outdated technology, making it nearly impossible for Video Technology In Classroom Demonstration 6 students to access the videos without the teacher. Publishing the videos online will allow students to access each video from any internet capable device. As we focus on these problems, we realize that the best solution might be to create high-quality videos using the tools, equipment, and processes that pertain to our current subjects and assignments. This would include editing and publishing these videos to ensure that students will have access to them at any time. Having high-quality videos that demonstrate the methods and techniques we use in class, would be a powerful teaching tool and will create meaningful learning experiences (Iverson, 2017). The purposes for creating videos and the challenges we will face will vary for each of us in our individual curriculums. In a ceramics class when introducing a new assignment or project, Dallas gathers the students around a potter’s wheel and proceeds to show them the steps to making a bowl. They talk about what makes a bowl functional and what makes it creative. This entire process takes less than 15 minutes. When Dallas is finished, he talks about the different shapes and sizes of bowls and how certain shapes tend to function better than others. A recorded demonstration would be used to help students who are absent or late to class as well as allowing students to view the videos before and during their project. Having access to a large database of videos will allow students to view the many different ways of making the same project. In Nathan’s 2-D art classes like drawing or painting, an object is often placed in the middle of the room as a still life object for students to draw. Students are generally seated in a circle around the object or directly behind the teacher. A challenge that students have is being able to see from the teacher’s perspective. Often document cameras are used to show the example and the drawing surface but there is still the potential for disconnect because the students’ view of the still life may be different than what the teacher is seeing and drawing. Video Technology In Classroom Demonstration 7 Students need to see the drawing surface as well as the object being drawn and two cameras can be used to capture these perspectives. Weston is a wood shop teacher and shares many of the same problems with demonstration that are mentioned above. In addition to being disconnected to the students not in close proximity to the demonstration and students having a different view of what is being taught. Many of the student projects have multiple steps that can take several weeks to complete. When students miss class or fall behind they feel disconnected or miss certain steps in the process. We believe that using videos to demonstrate the steps from the teachers perspective as well as being able to break up the demonstrations, would solve many of the problems of the students feeling disconnected from the lesson. Giving students access to the videos before and after class might also help relieve some anxiety students may have when using new power equipment or new techniques. Literature Review Creating and using video as an effective teaching method is exciting to us because students are able to access these videos anywhere on their own devices. We want our students to have the best learning experience possible, and learn in a digital format they are familiar with and will continue to use for the foreseeable future. Using this technology will allow teachers more flexibility, augment the teaching and learning, and will allow more one-on-one time with the instructor during class (Kay, 2012). This literature review will discuss digital technology in the classroom, traditional and digital demonstrations, a flipped classroom teaching approach, challenges substitute teachers have in performance-based classes, making effective videos, Video Technology In Classroom Demonstration 8 disadvantages of using videos in teaching, and the influence of instructional video created by others. Digital Technology in the Classroom Educators have been asked for the past decade or more, to personalize and individualize education for each student (Bergman & Sams, 2012). We have been asked to adapt and differentiate lessons for multiple students in the same class. Often, teachers will try to cover as much information as possible, in hopes that most of the students will remember the content (Bergman & Sams, 2012). After the lesson is taught, educators tend to spend the remainder of the class time helping students who were not able to process all the information. In a traditional classroom, the teacher’s focus tends to be on the students who seem the brightest and most engaged, while the students who may not understand completely sit quietly and listen to the discussion without contributing unless asked to (Bergman & Sams, 2012). There are many schools and districts have banned cell phones and digital cameras, technology is continually changing and growing (Prensky, 2007). Technology that students use doubles every year and more schools are providing laptops or tablets to every student on a one-to-one ratio (Prensky, 2007). Many educators are reluctant to adopt digital technology, it is the language students speak. (Bergman & Sams, 2012). Educators are becoming more comfortable using the technology that kids today use and need for their future. However, as technology changes so rapidly, many educators are struggling to keep up. Students want technology to be a part of their education because it is part of their daily lives. Teachers should understand what new technologies are available and how useful it can be to the learning process (Prensky, 2007). Kinney, Keskula, and Perry (1997) found that medical students that viewed instructional videos studied less than students that attended regular lectures but had similar examination Video Technology In Classroom Demonstration 9 scores. Presenting information in video multimedia form is an effective tool a teacher can use to help students connect to class materials at their own personalized pace. The health professions have relied on video curriculum to train students on complex medical procedures for at least the past 20 years (Veneri, 2011). Due to the complexity of some medical procedures, videos have been proven to be a very effective way to teach students complex tasks (Cooper & Higgins, 2014). For all our classes, we have complex skills and processes that our students are trying to gain proficiency, teaching in the traditional academic way is not always the most effective method. Using the medical educational model of utilizing video curriculum based on Chen’s work, we expect to see positive results in all our classes (2011). Digital technology is more prevalent in the lives of the students of this generation. Computers, smartphones, and tablets are becoming more common, and with internet connections readily available, massive amounts of information is available at the fingertips of everyone (Rosen & Beck-Hill, 2012). "When processing transient information, viewers continuously need to attend to new information while keeping previous information available in working memory and integrating new information with previous information” (Merkt & Schwan, 2014, p. 172). These technologies demand a re-evaluation of current practices and question the current strategies that teachers use to be as successful as possible to help students achieve autonomy in any classroom. Technology can play a determinant role for developing effective teaching pedagogy. By combining content, pedagogy and technology, the use of new informative and communication technologies, compared to more traditional means of education in the classroom, encourages students’ motivation and improves their learning outcomes (Mishra & Koehler, 2006).Video Technology In Classroom Demonstration 10 Today’s adolescents are part of a “technology-driven generation” (Ahmed & Nasser, 2015, p. 752) and have grown up with screens in their hands. Technology has surrounded them since birth, and communication would be difficult without it. Taylor and Carpenter (2007) referred to these students as… “digital natives,” “screenagers” or “digital kids” (p. 84). Most students today do not know what it is like to live without a smartphone, let alone, a cell phone. These digital devices have become a part of their culture, and for these students, it would seem inconceivable to connect without technology (Ahmed & Nasser, 2015). As educators incorporate technology into their curriculum, students improve their skills in higher level thinking as well as problem-solving. Rosen and Beck-Hill (2012) argue that a “technology-rich learning environment can more effectively promote social-constructivist educational goals, such as…learning motivation and teamwork” (p. 227). Traditional Demonstrations vs. Digital Demonstrations Digital demonstrations have many advantages over traditional demonstrations including efficiency, convenience and individualized learning. To help students access and review skill demonstrations efficiently, video education has been found to be superior to traditional demonstrations (Pilieci, Salim, Heffernan, Itani, & Khadaroo, 2018). The use of demonstrations is slightly more active than a verbal lecture because the students are involved, and they get to see firsthand how a construct or phenomena works in the context that its being taught (Solomon, Hackathorn, Tennial, Blankmeyer,& Garczynski, 2011). Learning a hands-on skill by watching a live demonstration has been proven to be a successful and well-researched method for over 30 years (Wouters, Tabbers, & Paas, 2007). Learning by imitating the instructor has been proven to be a powerful learning tool, even though it is one of the most basic pedagogical strategies (Gog, Paas, Marcus, Ayres, & Sweller, 2008). Learning a skill is much easier when the thoughts, Video Technology In Classroom Demonstration 11 questions, and doubts of the observer are vocalized by the instructor while performing the skill (Wouters et al., 2007). Demonstration is a powerful tool when teaching students fine motor skills and complex processes, combining this with the ability to watch and rewind the demonstration at their convenience is what makes this project exciting to us. We know that this will help more of our students perform at higher levels than before using video technology. Thilakumara, Jayasinghe, Rasnayaka, Jayasinghe, and Abeysundara found that in the classroom, traditional live demonstration was less effective compared to recorded demonstrations, except when clarifications was needed (2018). The frequency of videos in the classroom is not likely to change in the near future (Merkt, Weigand, Heier, & Schwan, 2011). In many classes where demonstrations take place, only the students sitting in the front can see what is happening. Traditional demonstration creates a separation in the class between the few students who were sitting close and the rest of the class. As teachers record demonstrations and lectures, every student has a front row seat to see what is happening. The group of students who need assistance will be much smaller and the educator can focus on their needs by providing personal demonstrations to increase understanding (Bergman & Sams, 2012). This allows the teacher to differentiate the instruction on a daily basis. Flipped Classroom Many teachers use a flipped classroom approach, by utilizing recorded videos to pass on information. The idea of a flipped classroom has become more popular in education in recent years. In a traditional classroom, students attend lectures, lab, and other learning activities during school, while homework is assigned and completed outside of class (Bergmann & Sams, 2012). In a flipped classroom students access the lecture materials at home prior to class. Class time is then used to help students apply what they learned and complete the homework with the teacher Video Technology In Classroom Demonstration 12 present. This model is possible more now than ever before with the technological tools at the fingertips of most students and teachers (Zainuddin & Halili, 2016). Creating a flipped classroom is not our intention with this video curriculum project, however it is similar enough we felt it should be discussed. This is not to say that the video libraries that we create will not be used in this type of strategy. There are some advantages to a flipped classroom that have been the focus of recent research. Krathwohl & Anderson suggest in their Revised Blooms Taxonomy that lower-level cognitive tasks such as memorization and gaining knowledge are at the beginning of the learning (2010). Students who view instructional videos prior to class can start the learning process earlier allowing more time for higher-level cognitive tasks where the instructor is present and available to help the students. Traditionally, the higher-level cognitive processes were given as homework and the student was expected to complete the more difficult tasks on their own (Bergmann & Sams, 2012). Flipped classroom curriculum delivered through an instructional video or recorded lecture allows students to pause or re-watch as many times as needed. This allows students who need more time to take notes or need to hear the material multiple times an opportunity to do so (McGivney-Burelle & Xue, 2013). In a flipped classroom, students view the demonstrations and lessons online, then come to class with the knowledge needed to get started on the project (Horn, Staker, & Christensen 2015). The educator prepares lecture materials or lessons in such a way that students can view them independently online through YouTube, PDF’s, PowerPoints or recorded audio. During class time the teacher focuses on questions that arose or that were left unanswered, as well as working on labs, demonstrations, and active learning activities. This strategy shifts teaching from a teacher-centered approach to a student-centered approach (Horn et al., 2015). It allows students who are absent to learn the main points of the lesson and avoid Video Technology In Classroom Demonstration 13 falling behind and it also increases active learning giving the students an opportunity to use their knowledge in class (Ozdamli & Asiksoy, 2016). When these videos are produced, a natural transition to a flipped classroom occurs. Students are guided to online demonstrations of the upcoming projects and come to class with all or most of the information needed to begin their project or assignment. If a student misses any given amount of class, they are able to independently catch up outside of class and feel much more prepared when they rejoin the class. Also, the teacher’s time in class is efficiently allocated to helping students who need further help or are struggling (Ljubojevic, Vaskovic, Stankovic, & Vaskovic, 2014). Not all demonstrations can be eliminated from class time but, if most are removed, it allows more time for students to get individualized help. When a lesson video is online, it can be accessed anytime for students to view before and during a project. They can pause, rewind, and replay as many times as they need to in order to learn what is being demonstrated (Hopper, 2016). The vast majority of students are already using these technologies everyday. Students have constant access to the Internet, access to YouTube, as well as many other digital resources via cell phones, tablets, and laptops. As educators embrace digital learning and technology in our classrooms, students can use the tools they already have in their pockets and backpacks (Bergman & Sams, 2010). Although less common, these videos will also give more freedom to more proactive students who can learn and process the information more quickly and will not be held back by the pace of the whole class. A benefit of having a database of videos is it gives teachers time to develop new projects and curriculum. Because the arts curriculum standards are very broad, we have the ability to teach certain concepts in many different ways. Having a database of videos is beneficial because Video Technology In Classroom Demonstration 14 they are always there to use without having to start from scratch (Chintalapati & Daruri, 2017). These videos elevate the productivity of students when the teacher needs to have a substitute. Substitute Teachers Having a substitute, in some cases, puts students behind on their project; but, having videos to watch the next step could allow students to continue their work without the assistance of the teacher being in the classroom. Teacher absenteeism is both a costly problem and it potentially jeopardizes the quality of education that our children and students get (Scott & Wimbush, 1991). In one study, a third-year substitute said that art classes were potentially more challenging to teach because there is less structure than a core class such as Math or English (Niccoli, 2004). Once a demonstration is recorded, and published, the students and substitutes have access to the lessons from almost any device. In skill-based classes, many substitutes, will have a hard time knowing the content of the project. If the lesson is recorded, all the substitute would need to do is push play on the computer. This is helpful to students because they would be getting the same lesson as if the teacher was in the room. There are many thought-provoking questions that arise when a substitute teacher replaces a teacher in the classroom like: What type of lessons are being taught? What prior knowledge does the substitute have about the subject? What is the quality of the students work when a substitute gives the lesson? How is the student gaining what is intended by the teacher and is learning decreased or maintained? And lastly, what classroom management issues arise when a substitute is teaching? (Niccoli, 2004) These are valid questions teachers can address with the integration of video technology in their curriculum.Video Technology In Classroom Demonstration 15 Making Effective Videos Videos consist of several components including video viewer, interactive notes, supplemental resources, and practice questions (Delen, Liew, & Willson, 2014). However, just making videos is not necessarily going to work any better than in-person demonstrations, especially if the quality is not great. There has to be a purpose, planning, development, delivery, and self-evaluation for every video produced (Paolo, Wakefield, Mills, & Baker, 2017). To make videos that actually help students above and beyond traditional demonstrations they need to be a quality video that students actually enjoy watching. Inconsistencies in the way information is being presented can often change between class periods. The use of recorded demonstrations can be a way to address this. There has to be a purpose for making the video; the purpose guides the content and detail of the video (Hopper, 2017). “Essential components to consider before beginning an educational video production process include knowing who the audience is and what the learning objectives are” (Paolo et al., 2017, p. 452). Knowing the purpose or problem the video is addressing, will help the teacher make appropriate decisions in production. Skilled teachers know the type of information that their students can process according to age and content area. For a video to convey the message and information the teacher intends, it must be planned with precise thought. Producing a video takes a lot of time and work and it needs to be effective. “Sound teaching practices must be at the core of all educational videos… Technology alone does not motivate students, however, instructors can use technology purposefully, effectively, and efficiently to enhance learning” (Paolo et al., 2017, p. 452). Hopper (2017) suggests:Video Technology In Classroom Demonstration 16 Technology is not the end-all solution to our educational ill, despite the positive effects tutorials had on student learning in my classroom. Technology in the classroom is best seen as a tool: one small piece of a larger learner-centered pedagogical practice. It is evident that tutorials cannot replace quality teaching. Students still need guidance of a teacher in the classroom. (p.10) These videos will be a supplementary tool to enhance our instruction, and not intended to replace us in the classroom. Students still need the personal and social interaction; they need to be able to ask questions, get answers, and receive additional help (Paolo et al., 2017). Paolo et al., (2017) suggest the planning stage must first address the fundamental reason for making the video, and what it hopes to accomplish. Then how is the video going to be made needs to be planned. Taking inventory of what is available in regards to video capture tools and equipment, editing software, hardware, and filming accessories. Knowing what is available to the educator during filming will help plan what type of videos can or cannot produce. Instructor familiarity with technology and, more specifically, video technology will also help determine how videos are captured. However, it is always a good practice to push yourself a bit past your technological comfort zone (Paolo et al.). The last thing that needs to be considered in the planning stage may be the most important, that is the length of the video. Researchers have conflicting findings on the perfect length of instructional videos to be most effective for student learning (Paolo et al., 2017). The video must be concise, but at the same time convey all the information and skills students need to know (Hopper, 2016). Video length is definitely a balancing act. If the video is too short, there is a risk that it misses the objective of conveying the complex information the students need to know. If the video is too long the students can become overwhelmed, lose interest, and have poor Video Technology In Classroom Demonstration 17 information recall. Researchers have “...found that effective videos should be segmented into chunks and be shorter than 6 min” (Paolo et al., 2017, p. 454). If a process takes much longer than 6 minutes, the teacher should consider making a number of video segments for the assignment to break up the information (Bergman & Sams, 2012; Paolo et al., 2017). Again, knowing the audience will help decide how long the videos can be. Videos should be well planned and have a balance between being concise and comprehensive. Development follows planning and starts with a detailed script for the video. What will be filmed? What process will be shown? What will be said? “A script helps the instructor capture their thoughts and provides notes in full text to guide what will be covered in the shortest possible time” (Paolo et al., 2017, p. 455). Starting every video by verbally telling the audience what the learning objectives are for the assignment is good practice, it helps grab the viewer's attention and previews what they should learn, and what they should be watching for throughout the video. Before filming, several things need to be taken into consideration. If two or more cameras are being used, the resolution of the video needs to be determined and set to match on the cameras (D. Pilkington, personal communication, 2018). The frames per second also need to be planned. The larger the resolution and the more frames per second in which the videos are recorded, the larger the finished file will be (D. Pilkington, personal communication, 2018) . This is beneficial when viewing the videos on a large TV or projector in the classroom, but it can become problematic for streaming to cell phones during class. Larger file sizes may also cause issues with allotted storage space on school district servers. Audio recorded from most cameras will often be muffled or will also pick up extra noises from the classroom. When using loud equipment, any dialog the students need to hear will have to added post filming using editing Video Technology In Classroom Demonstration 18 software. To create videos that capture the attention of the students, well planned editing needs to take place. Transitions between clips and picture-in-picture features will make the videos more engaging and interesting for students to watch. During development, the teacher should decide how to present the information, and what camera angles and techniques they are going to employ. Just like with the script, deciding beforehand the presentation only helps to make a higher quality video. Logistical details need to be addressed and practiced during the development stage of the video. Hopper (2017) suggested the following questions for consideration: How will the camera be held sturdy to avoid unwanted movement and noise? Is the lighting adequate in the filming area? Is it well-lit to reduce shadows and increase clarity? Are there background noises that are going to affect the quality of the video? All of these logistical items need to be carefully considered during the development of the video. Delivery of the information is crucial if the educator wants students to willingly use videos to learn. Even if the script is well written and the environment and equipment are flawless, it still needs to be delivered in an interesting way that engages students. “As an anticipatory set, video can provide the hook for the learner to engage with course material” (Paolo et al., 2017, p. 453). Voice is important, confidence and enthusiasm engage the viewer. Variety is a good thing, include a variety of delivery methods, visuals, and written annotations (Hooper, 2017). Self-evaluation and student feedback are the last thing to consider when producing videos for the classroom. It is not likely that on the first try a video is going to be perfect and meet all the objectives that were intended. “Evaluation is an important feed-back and feed-forward loop when instructors seek out feedback from students on course videos so that they may be improved Video Technology In Classroom Demonstration 19 for future courses.” (Paolo et al., 2017, p. 458). An easy way to get feedback on videos is to give a short anonymous online survey to your students. Constantly self-assessing the effectiveness of content and delivery is deeply embedded in teaching pedagogy so this should come natural to good teachers (Paolo et al., 2017). As this strategy of technology integration has evolved, the use of first-person perspective cameras such as a GoPro has also been implemented to broadcast demonstrations of small projects in hands-on classes (Hyndman, 2017). Taking the camera’s live feed directly to the classroom projector, the demonstration reaches everyone instead of only two or three students that can stand close enough to look over the teacher’s shoulder. In this way, all the students get the exact view as the teacher intended in full detail. The greatest advantage is the camera’s ability to capture a participant’s view of events, whether that of the teacher or a student (Kindt, Winter 2010/11). This camera angle puts the viewer seeing the same thing the teacher does. GoPro cameras and other portable recording devices capture the point of view of the teacher, the realistic experiences draw the viewer into the activity or task being recorded (Hyndman, 2017). Disadvantages of using videos in teaching Some research suggests there are disadvantages to video instruction. Some questions arise to its design and effectiveness (Meij & Meij, 2014). Reading can be a very efficient way to gather information and more efficient for some. Skilled readers adapt their reading pace to the complexity of the text and to their cognitive needs, but they also actively reread important or different passages, skip unimportant or uninteresting passages, quickly browse through comprehensive Video Technology In Classroom Demonstration 20 texts, and stop reading for a moment to engage in self-explanations. (Merkt et al., 2011) In our experience, some students will not watch the videos because of a general lack of interest or any number of distractions that come from the same vehicle (computer, tablet, or other mobile device) that should deliver the instructional video. We have also found that the simplicity of a printed copy of instructions can eliminate these kinds of distractions for students. Other shortcomings of demonstration videos could be that the attention of the viewer is lost, and the information is not retained (Sturm, 1984). Another perceived drawback of these videos is the incredible investment of time the teacher needs to give in order to produce the necessary videos to make this strategy a viable resource in the classroom. Along with this investment of time, there is always the question that addresses whether or not the students will watch them. Many instructional videos are intended to be watched outside of class time but if that is not an option for the students, the videos will be made available to be watched in class. A strategy to combat the valid concerns of keeping students’ attention and accommodating students’ working memory is by making concise videos (Merkt et al., 2011). Having demonstration videos accessible online allows students to view them and review them on their own time and as needed. This element of personal interaction with the video to pause, slow down, speed up, or re-watch as needed improves the video’s potential as a learning tool (Merkt et al., 2011). Influence of Preexisting Instructional Videos, Platforms, and Content Creators There are millions of demonstrational videos posted on the internet, and thousands are added each day (Prensky, 2010). By analyzing videos others have made in our respective subjects we will be able to tell what techniques were effective and what we can do better. In Video Technology In Classroom Demonstration 21 general, any demonstrational video, regardless of the subject, will help guide us as we attempt to produce our own videos for our classrooms. The challenge is sorting through the many videos posted to find good videos that are worth watching while wading through the useless ones (Prensky, 2010). Viewing a variety of existing videos will give us ideas how to present information in such a way to make it engaging for the students. In the following sections, each of us reviewed two videos that pertain to the subjects we teach. One video from each section would be appropriate for our classes and the other video would be less effective. This section will also include a review to the videos that are already available in our respective content areas. Nathan. There are more artists uploading videos to the Internet every day than one can imagine. Licensed educators and self-proclaimed experts make art videos and constantly upload them to the Internet. The beauty and disadvantage of who can create videos is that anyone can upload content. One of the largest variables to instructional videos is everyone from self-taught hobbyists to formally educated content creators can upload anything to the internet and make it available to anyone with internet access. Generally speaking, videos that are made by businesses and manufacturers who are professionals in their respective fields will put out a higher quality, more informative video content. Everyone has his or her own opinion of how to make art and they are more than happy to share it. On YouTube, the only gauge for evidence of credibility is the amount of Likes or dislikes and the number of times it has been viewed and even then each viewer does the final assessment to see if it fits what they want to learn. YouTube is free but more and more videos are moving to platforms like Patreon, YouTube Premium, and Netflix which provide a revenue stream to content creators through monthly fees for exclusive and/or more content. This is gaining traction and being a ‘YouTuber’ is becoming a full time profession. Students in my painting class are very acquainted with the Video Technology In Classroom Demonstration 22 PBS painting sensation, Bob Ross. His painting classes that were once televised are now available for free on YouTube as well as Netflix to paying subscribers. The cinematic quality of video content has a lot to do with what device is being used to record video. Is it a GoPro, cell phone, DSLR video camera, etc. and are there separate microphones or just the onboard audio inputs from the camera itself? Lighting can also be an issue to consider so our cameras can function to their highest potential. There is also a question of camera stabilization using a tripod or a clamp to hold the camera stationary. A shaky camera makes the video very difficult to watch. The most important aspect to quality happens after filming during editing and post-production. Transitions and proper labeling of videos will make viewing easier and also students will be able to navigate the videos more efficiently. Also, there is no vetting of quality and who is to say what is ‘correct’ when it comes to art specifically. There is a difference to what videos would work in a classroom setting based on what the students understand. A beginning student would not be able to sort out what is good technique and what is not as well as a more advanced student in a given subject. The viewer is left with the responsibility to sort out what techniques are ok to emulate and what is less effective. The first video I critiqued was on pencil shading for beginners (Rapidfireart, 2018). There were several things in this video that were done very well and would be acceptable for showing in an art classroom. The first thing that stood out was the music, editing, transitions and the variety of camera angles that enhanced the learners understanding of what was happening in the project. The video had excellent organization and flow from one principle or camera angle to another. This video did a great job using time-lapse to keep the interest of the viewer. The creator of this video seemed to care if the person understood the content because there are built-Video Technology In Classroom Demonstration 23 in times after a question for the viewer to think about how they would respond before the answer was revealed. However, this video wouldn’t be able to be used for several reasons. The duration of the video was way too long; there were too many steps or individual mini lessons, and too much information to remember within the video. If a student needed only one part of the video they would have to search for it. It is generally understood that there are more than one way to be successful while drawing with a pencil to recreate what the artist sees, but this video is drastically different from the way I teach it. There is a lack of understanding and contradictions between the video and what I have them learn in class. This would confuse the students and destroy their confidence to do well on projects. There was also an inadequate explanation of the tools used. I realize it is a video meant for beginners but understanding what pencil does what is something beginners need to know in order to make the right mark on the paper. The entire philosophy from the beginning demonstrates a lack of understanding of what her tools do for her. There are a few times I agree with her about what is being said, but wrong technique is used to complement the correct principle. In contrast, I was able to find a solid video that I will be able to use titled, “Soldering a perfect bezel back plate” (Rio Grande, 2018). The camera work was very nice and editing was very well done with little distracting elements included. This video is for a jewelry class that shows a basic example of soldering sterling silver components together. It is important to mention that this is the only purpose of the video. Everything in this video is related to soldering a bezel and nothing else. Anything a jeweler would use this for going forward is in a separate video. The artist in the video took time to explain steps that intuitively would have caused a question from the viewer and answered them Video Technology In Classroom Demonstration 24 before comments were made. The artist also gave encouragement during times when a complex or otherwise important part of the demo surfaced. The video was not perfect, and could be improved on in a few ways. There could have been a short explanation of the tools needed to perform the activity as well as any safety tips to be aware of while soldering sterling silver. These additions to the video can be prefaced in class or before the small in-class demo to connect the classroom to the video. Videos on the Internet of artists sharing how they make art are abundant in every medium. These videos range in quality and length and can span for weeks in periodic episodes. Other artists prefer sharing their creative process in the form of a vlog or video podcast. These videos are more focused on the philosophy behind their creative process and not the production of a work of art. Weston. I reviewed a few videos that are available in woodworking. There are millions of woodworking videos online and more are added every hour. It would be nearly impossible to review even a fraction of them, especially for the scope of this project. However, I have viewed and analyzed a good number of videos and feel I have an idea of what is on the internet. There are a couple woodworking masters producing videos on a regular basis that I took a closer look at in the following sections. I looked at what they did well, what I could learn from them when I make my curriculum videos, what they did poorly, and what I could use from their content in my classes. Marc Spagnuolo is one of the more successful woodworking instructor/demonstrators on the internet. His business name is The Wood Whisperer, and he has a YouTube channel, blog, a presence on many social media sites, and an online store. He is relatively new to the woodworking world, he has been producing content for around 12 years. On YouTube he currently has 497,929 subscribers and 373 videos (Spagnuolo, 2018). He produces high-quality Video Technology In Classroom Demonstration 25 content and is well respected in the woodworking community as a true craftsman. The videos he has posted cover a variety of subjects. He has tool/equipment reviews, projects, finishing, turning, tool/equipment setup and maintenance, and many other videos. A couple of things have always stood out to me with Marc’s videos. He is very thorough in his videos, he describes every single detail someone would need to be successful. Throughout the video he is personable and not boring, he tries to be funny easy going. He is a younger guy that can relate to the younger aspiring woodworkers. Overall, I really like his content, and will look to emulate a lot of the things he does in his videos but scaled back and simplified. I would not say Marc does anything poorly, and his nearly half a million subscribers would agree, but I would not be able to use large number of videos in my curriculum. His videos are aimed more to the intermediate to advanced woodworking level. People with multiple years of woodworking experience would be more likely to be able to keep up with his videos. Marc also uses a lot of traditional tools alongside modern tools to build most of his projects. There is nothing wrong with using traditional hand tools, however it suits intermediate to advanced students better. Lastly, a lot of the projects that he does are larger and take more time and materials that I have available to my students. Another successful woodworking YouTuber is April Wilkerson, she currently has 773,048 subscribers and 219 videos posted (Wilkerson, 2018). April started making videos as part of her personal blog, when she bought a house she posted videos on repairs and upgrades she was making. This launched her YouTube channel and it has been very successful. Her videos are more geared towards the weekend woodworker and she completes most of her projects in a tiny 500 square foot shop. Video Technology In Classroom Demonstration 26 One of the things I liked about April’s videos is that she does not pretend to be an expert. She talks about the problem and how she plans to get past it. She is honest when she does not know a technique or how to use a tool. I like that she does a lot of her projects with basic tools that are more readily accessible to amateur woodworkers. April, being female, is in the minority in the woodworking world. However, she has shown that she can be as successful in a male dominated trade. I would like to utilize some of her videos to show my female students that they can be successful too. Her showing that she isn’t all knowing and makes mistakes appeals to a lot of people that are in the same position trying to build their own projects as novice woodworkers. This is what I would take away from her videos, its ok to leave mistakes in the video and talk about them. Effortless perfection from an instructor can be intimidating for a student trying something new. I will show my mistakes and explain how to avoid them and how to fix them. Keeping things simple and standardized is also something I take away from her channel. April does a nice job of appealing to the masses by standardizing the equipment used and keeping things on a beginner level. My hope is to create a library of videos that my students can use to build projects and learn about woodworking, but I also want to other teachers in my school district to be able to use the videos for their students. Keeping thing simple and standardizing safety procedures, and equipment, and materials used will allow other teachers to utilize the videos. And the last woodworker I looked at was Peter Brown and his Shop Time YouTube channel. Peter is very unconventional and is always trying new methods and integrating wood with new materials such as resin and plastics. He currently has 612,318 and 204 videos posted on his YouTube channel Shop Time. Peter has a lot of videos of smaller projects on the lathe. He is a computer programmer and does not do woodworking or YouTube as a profession.Video Technology In Classroom Demonstration 27 I like the enthusiasm he shows while filming, I can tell he really enjoys woodworking and demonstrating his different projects. He keeps things interesting by making unconventional projects through mixing materials with wood. His video production quality is not elaborate, most of his videos are just him standing in front of a camera in his garage. Even though he does not have high production quality his videos are still engaging and effective. What I learned from Peter is that I must show enthusiasm in the presentation, let the viewer know I enjoy what I am teaching and demonstrating. I like the fact that he is willing to do unconventional projects, and I think if I were to use his videos as a template for some unique project students would really enjoy it and it may spark some creative designs. Some of his projects fail, which is great because it shows students reality. When we try new things, we are almost always going to have unforeseen problems or we make mistakes. It is important for students to be able to take design risks and try new ideas and know that mistakes are ok. Even though there are millions of woodworking videos on the internet, there is still a need for me to produce videos for my classes. The YouTube woodworkers I researched above produce excellent videos, but there is a comfort for beginning students to see what they will be attempting in the setting they will be in. I will be using some of their videos to supplement my video library, but most videos I will produce so students are comfortable. I have used videos made by other teachers in Utah that were shared with me at career and technical education conference. They worked well for some of the steps, but there were too many variables for my students to feel comfortable following along with the video and mistakes were made. Different environment, tools or equipment, safety rules, and teaching styles all made the videos less effective for my students. Video Technology In Classroom Demonstration 28 I chose to analyze two videos on woodworking jointer safety and use. I looked at how the videos communicated to the viewer critical information, how well the video was produced, how safe the techniques used were, if I could use the videos for my classroom, and what advantages and disadvantages using the video for my class would have. In this video Woodworkweb discusses how to setup and operate the jointer (2014).The video is 5:29 long, it is a beginner’s user guide to the jointer. It starts out with an explanation of how the jointer works and how to set the blades to the proper height. He then shows how to check to see if the infeed and outfeed tables planes are parallel. Setting the fence to a 90-degree angle and making sure it stays there is discussed. After all the setup is completed he shows how to face joint a board, he briefly mentions to make sure to use push pads for safety. He then moves on to jointing the edge of the board. He does a nice job of communicating clearly what he is trying to teach in the video. I liked that he used some good visuals throughout the video. When he face jointed the board he used proper technique and used push pad safety devices, this is the correct and safe way to face joint a board. While jointing the edge of the board he did not hold the board with proper form and put himself at risk of injury. He very briefly talks about safety in the video, only a few seconds total. The production and setting quality was good in this video. He had a nice introduction and the video was clear, the area he was filmed in had good lighting and was free and clear of debris and other distractions. He used a tripod to shoot all the scenes and the frames were centered on what he was trying to teach about. I like the way he began the video by explaining how the jointer works and the different parts of the jointer. This is the same way I teach students about the jointer. However, the video goes into detail about adjusting the knives and how the tables should be set which is too much Video Technology In Classroom Demonstration 29 detail for high school students. My students do not adjust the jointer, and do not change knives or adjust them. I feel that this information is important, but is above their need knowledge and skill level. I could use this video in my class, but there would be some issues that would arise. I do not have the same exact jointer, his is a little different. I do not ever let my students face joint boards because it is dangerous for beginners so having them see this could possibly lead them to think it is ok to do in my shop. I do not like the way he holds his hands when edge jointing a board for safety reasons too. My students do not adjust the jointer so there is a lot of extra information in the video. This is a pretty good video; however, I feel I would spend too much time with students re teaching the way I allow the jointer to be used. I do think that the way the video was made, as far as production and visual aids, would be beneficial to employ as we produce our own videos. In this video Ciladog discusses the way he operates the jointer (2016). The video is just over 12 minutes long and is titled, the proper use of the jointer in woodworking. The video started out with a disclaimer saying that this person has been woodworking for 40 years and he has his way of doing things and if you are not comfortable doing it that way you should not follow his example. He started the video close to the piece of wood that he was going to joint, and moves the camera back and forth free hand as he talks. He set the camera on a tripod and started to make cuts. He is not very clear in his explanations. In the video, he is face jointing a thin and long board. He does not use push pad or push sticks. As he is finished his cuts he ran his thumb over the top of the knives only about one inch above which is very dangerous. He repeatedly grabs the guard and moves it while the jointer is running. The shop he is working in is very dirty and Video Technology In Classroom Demonstration 30 cluttered and the lighting is not great. The quality of the video and audio is terrible. There is no way I would use this video for any of my classes. One major consideration in my decision to utilize a video for my class is safety. Even if a video is high quality, if there is one safety procedure that is not correct it is a liability for me and the school district. For this reason, there are only a handful of videos out there, mainly professionally made, that I would ever consider using in my curriculum. This is one of the reasons I have been excited about our project of making instructional videos. Having videos that teach procedures and demonstrate them exactly the way I need them to be taught will be beneficial. Dallas. There are millions of YouTube videos that have been uploaded to the YouTube site and with many other sites available that host their own database of videos, students and educators should not have any problem finding tutorials to watch (Prensky, 2010). By keying in the phrase, “how pottery is made,” or, “how to make a ceramic something” such as; a bowl, mug, vase, sculpture, teapot etc. into YouTube, you will soon find yourself looking at thousands of options. The results vary from professional potters such as Ingleton Pottery (n.d.), John Britt (n.d.) and, Matt Horne Pottery (n.d.), who have thousands of subscribers and several hundred videos to, Youtubers with only a few subscribers and minimal videos available. Many of the videos available could be appropriate to use in the classroom but there are numerous videos that would not benefit the students. Besides YouTube, there are many other sources for instructional videos. Many companies that sell pottery equipment or that are focused around the ceramics industry will have a tab or link within their own website dedicated to instructions tutorials. One of the more common ceramics web sites is Ceramics Art Network (n.d.). The site hosts two of the more Video Technology In Classroom Demonstration 31 popular periodicals, Ceramics Monthly, and Pottery Making Illustrated, a daily blog where new information is posted every day in either text or video format, and many other resources for the ceramic artists. The video section, titled CLAYflicks, is a subscription-based service that provides full length tutorials from some of the most well known potters in the nation and as well as international potters. Ceramics art daily (n.d.) has a YouTube channel that has close to 300 videos teaching a variety of methods, techniques and process as a varying skill level. Some of the videos are well produced and planned out. Some of the better ones have been filmed with multiple cameras, and the video editing has been done to ensure the best quality videos possible. Other videos have been filmed solo using one camera and it appears as though there was minimal planning into what would be taught and virtually no editing. Some of the videos are very outdated but still provide great content. Students who are just beginning the ceramics process, may need to filter through more videos to find ones that are on their skill level. Experienced potters can learn a lot from the videos that are posted by others because their understanding of the basic steps and techniques are already established. In my experience, advanced students can gain insight on new techniques, processes and can explore texture, shape and form, from watching videos even when the new techniques are far beyond their own capabilities. One video resource that has gained popularity in recent years is the social media app Instagram. This app is designed to share images and short 60 second videos. When adding video to this app, one needs to think outside the box. One minute is not very long to make something so artist have used time-lapse video to show the entire process. Even with the time-lapse videos, Video Technology In Classroom Demonstration 32 advanced students have learned to observe what the artist is doing, and they can transfer that new knowledge to their own work. Making a ceramic bowl is one of the first projects that most students attempt. There are numerous styles of bowls and everyone makes them just a little differently. Many ceramic artists have posted instructional videos on YouTube so it does not make sense that a video for every technique needs to be made. After a quick YouTube search on “How to make a ceramic bowl”, provided several thousand options, I was then tasked with sorting through the videos to find one that would be beneficial for the students to watch. The artist Hsin-Chuen Lin, a potter out of Fremont, California, was among the top search results. He has posted over 300 videos and has more than 66 thousand subscribers. He is a great potter and produces very nice work. He teaches ceramics at a pottery studio as well as out of his home. His video titled Throwing a This Wall 4-lb Bowl is a great example of how to make a large serving bowl. The video is well put together and begins with a good title screen. In the beginning of the process, Hsin-Chuen is very thorough and walks the viewer through each step showing us where to place our hands and why he does certain things. The location of his hands and the way he positions his fingers is different than how I teach my students. Some of the terminology that Hsin-Chuen uses is also different than what I teach. That does not mean that it is necessarily a bad thing, there is more than one way to make a bowl and it can often be good for students to see different ways. As Hsin-Chuen continues to make the bowl, there are long periods of time where he is not talking to the viewer but just working on the bowl. Background noises can be heard for almost one minute. When he focuses changes from the outside of the bow to the inside, he Video Technology In Classroom Demonstration 33 continues to tell the viewer what he is doing but because of the camera angle, we cannot see what he is doing. He then stops working on the bowl and tells the viewer that he wants us to see the inside of the bowl and then the video cuts to a new view from above. There are no creative transitions between the two clips. With the use of video editing software and by using two cameras and showing both views in a picture-in-picture format, these challenges could be addressed. One of the biggest concerns that I have with this video is the overall length. It is just over 23 minutes. Overall, this video could be used in class, but it would be more appropriate for advanced students who already have experience at using the potter’s wheel. Again Hsin-Chuen is a great potter and is well known in the pottery community, and I would encourage my advanced students to watch his videos and study his style of pottery. The second video I chose to review was one by ceramic artist Adam Field titled Tips for Throwing a Perfect Tall Cylinder. Adam is well known across the nation and has traveled the world studying and teaching potter. He is located in Helena Montana and is the artist in residence at The Archie Bray Foundation. This video is demonstrating the process of making a cylinder on the wheel. It begins with a well thought title page along with some music. Then Adam tells us what he is going to do and explains why the different steps are important. The video is recorded using several different cameras which add to the creativity of the video as well as helping make the video more entertaining. One camera located to his left and is zoomed in on his hands and fingers while another camera is placed directly in front of him with the entire wheel and himself in the picture plain.Video Technology In Classroom Demonstration 34 Adam teaches the viewer all the steps in making a cylinder on the wheel and explains not only where to place your hand and fingers but why he feels it is important. Towards the beginning of the video, Adam mentions that he was taught a different way than how he was instructing in the video. He explains that there are multiple ways to accomplish the same task and to do whatever works for the artist. There are several times throughout the video where sections have been cut and edited out. This was done only to shorten the length of the video; however, I did not feel that I was missing something because the transitions we well thought out and timing was optimal. The use of an external mic helps with audio from the presenter as well as cutting down on background noise. The overall time for this video was just over six and a half minutes making this video much more enjoyable to watch. Although many of the existing videos are high quality, there are too many variables for us to use them in our classroom. Some of these variables are students prior knowledge, advanced vocabulary, different tools, and a different environment. These variables distract from what we want students to understand and retain. Because of this we have concluded that making our own videos will eliminate as many of these variables as possible. Conclusion The research has shown that there are potential gains in student achievement through the use of video demonstrations for performance-based classes. This is what drives us to further research and develop our own videos for our classes. Using video technology comes natural to this generation of learners. Technology is embedded in their daily lives and will be for the foreseeable future. When students want to learn how to do something, they first turn to the Video Technology In Classroom Demonstration 35 internet for instruction or a video. We aim to provide the instruction they are looking for, filmed in the classroom that are familiar with. Our goal, as teachers, is for our students to master the content and be autonomous learners. In all of our classes, we use live demonstrations, almost daily, to model a skill or process we need students to master. Furthermore traditional live demonstrations have potential issues that accompany them; such as student perspective, crowding, distractions, absent or late students, teacher variation, and many more. Video demonstrations help struggling students review instructions and demonstrations as many times as they need until they understand the concept or can formulate a question. This allow teachers extra time to help students that need it. Videos help differentiate instruction to meet the needs of not only struggling students but proficient ones (Iverson, 2017). This allows students that become proficient to work at their own pace and enrich their learning experience past the bare minimum. Developing demonstration videos is not as simple as hitting record on the camera. There has to be purpose, planning, development, delivery, and self-evaluation for every video produced. All of these must be considered before, during, and after making a demonstration video for it to be relevant, effective, and most importantly for the video to be utilized by our students. Video Technology In Classroom Demonstration 36 PURPOSE The integration of video in our performance-based classrooms started with the use of an iPad as a document camera to accurately portray techniques, methods, colors, drawings, and a number of other mediums and outcomes. Before iPads and tablets were commonly used in schools, teachers had dedicated document cameras that took up enormous amounts of space on our desks and were difficult to move. The colors were oversaturated and lines were blurry. As technology improved and cameras became more accurate, the opportunity to record became an option. The inception for our project came when Nathan was preparing to be out of the classroom for an extended period of time and would miss a drawing lesson that could not wait until he returned to the classroom. The idea came to record the lesson with two cameras, both of the objects to be drawn and the demonstration of his drawing and combined them into a split screen video demo to be played for the students in his absence. The video was able to show the students what he was drawing from his perspective and then show how it translated to the drawing on the paper. When he returned to the classroom, he found that the students understood the video and hadn’t lost any progress from his absence. In our performance-based classes, we rely heavily on in-class demonstrations. For many reasons, this is beneficial for students to be able to see the project steps completed before they are attempted. We model how to do certain skills or tasks, hoping that students will eventually be able to master them. However, there are drawbacks to the traditional demonstration methods that prevent students from getting to this point. Often, there are students in the back of the group that are checking their phones or are looking at other things (Hopper, 2016). Inevitably there will be a need to demonstrate to the students that could not see or understand the demonstration the first time. Video Technology In Classroom Demonstration 37 Traditional teacher modeling is a great tool but in large classes, it is hard for all students to be able to see the demonstration at all times. When students are in large groups or when students are not engaged, demonstrations become less effective. Because many of the projects we teach have complex sequential steps and often use considerable amounts of time, problems often arise. Students get confused with one step early on and are lost for the rest of the demonstration and immediately need a review from the teacher following the demonstration. Another problem may be that there are too many steps and new information for students to remember all at once. When students get review demonstrations, they are often simplified, cut short, or certain steps in the process are skimmed over rather than taught fully. When a student has been absent, it is very difficult to cover all of the information in a shorter amount of time. Because of this, the demonstrations are often simplified even more. The purpose of this curriculum project is to create a database of instructional videos that will free up class time for our students to develop their skills and give us as teachers more time to tutor and give individualized instruction. The main objectives we will accomplish are: 1. Develop instructional videos for our class room. 2. Multiply teacher effectiveness by freeing up class time and more in-class work time for students. 3. Free up class time to individualize teaching as well as provide more resources for students to use in and out of class. An equally beneficial result of making and editing these videos is the teacher gets time to interact with their own lesson and self-evaluate. This is a step we do not often have the luxury of spending time on because our time is limited. Reflecting on the effectiveness of our teaching or the delivery of the information in the demonstration can be difficult to process in real time. Video Technology In Classroom Demonstration 38 Being able to watch and hear ourselves teach, will give us feedback and allow us to reflect and improve how we teach. Video Technology In Classroom Demonstration 39 PROCESS We created videos showing the various techniques, skills and projects taught in our respective classes. Each of our classes is different, but the similarities are enough that we can review videos made by others and evaluate what is beneficial for our individual needs and what can be improved. Reviewing other videos can help us create useful videos that we hope students will find useful and engaging. There are thousands of demonstration videos that have already been made on a variety of subjects. Regardless of the subject, we can still evaluate the video and see what video techniques are effective and what ones to avoid. We made three videos each. We learned to record and edit videos during a class from Dave Pilkington during the summer semester. Ideally, videos are around five to six minutes and no more than ten minutes long. All videos were filmed after school, during preparation times, or when students were not in class to eliminate distractions. Understanding the needs of our students guided us in choosing the content of our videos, and was different for each of us. We each had areas in our curriculum that videos could benefit immediately. Our long term goal is for each of us to have a video library for every project, process, and core concept. Overall, the potential benefits outweighed the possible hindrance demonstration videos may have on student achievement in our classes. There are strategies that work for some students and not others, video demonstrations are no exception. It is just another tool in the box to help some students understand in a digital format they are accustomed to. We are confident that video demonstration may help the majority of our students be more engaged in the curriculum and enrich their learning. Video Technology In Classroom Demonstration 40 DISCUSSION Nathan This video-making project was very rewarding for me because of what these videos will do for my students and me. Giving my students new ways to gain information from me in and out of class is empowering for me as a teacher and for the students. Before I filmed, I planned out what I was going to do with the cameras, what I was going to say and what settings the cameras where going to be set at for the best image I can have using the outline in our Appendix. I am using a variety of cameras, camera stands, chest mounting brackets, and a flexible arm for my cameras to attach to so I could get the most useful angle recorded clearly. I also filmed several clips of something that pertains to the content of the video in slow motion and a little music for increased interest at the beginning of the video so there is not a hard start to the lesson. I anticipate these videos will help students to learn how to be problem solvers in future situations. I have uploaded these videos to CANVAS as well as YouTube for my students to use. I chose to do these three videos for my project because they are the projects that my students will be doing next. I plan to stay a few steps ahead of my students while making videos for them to view prior to and during each lesson. As videos are made, the students that watch them will become accustom to the resource and will rely on it more and more. Video #1 “The Shear” https://www.youtube.com/watch?v=0ewpIGCJdls My first video was made for my jewelry class. ‘The Shear’ video was the most technical because there are multiple camera angles and a separate audio track. Also transitioning from one camera angle to another in a way that makes sense but also makes sense for the viewer was Video Technology In Classroom Demonstration 41 tricky at times. Also, finding time to record when students are in the building was difficult. I was able to edit some of the loud background sounds out but some was unfixable. Video #2 “Drawing Pencils Explained / Shading part 1” https://www.youtube.com/watch?v=o1lzTcp7hhA&index=2&list=PL0XEbcs7QY0L2_fOz1IHwjXmentfCkIi1&t=33s This video was easier to film on my iPad because it was all in one take with no cutting. Also, because I was standing right above the iPad, and wasn’t moving around the room, I was able to use the original audio that was recorded by the iPad. This made post-production very quick with little editing. Because there is no interaction with students, this video is distilled down to the necessary parts without the unnecessary fluff that would normally in be in a classroom discussion. Students will be able to watch, understand and move on from this video much more efficiently with much less in-class time used. Also, if I have other students, who hasn’t taken my drawing class that could benefit from this lesson, I can direct them to my YouTube channel for the information. Video #3 “Shading Part 2 Non-Examples” https://www.youtube.com/watch?v=7ot6u82b4Oc&index=2&list=PL0XEbcs7QY0L2_fOz1IHwjXmentfCkIi1 This video is part two of a multi-video playlist. It was also filmed with the iPad above my desk including the original recorded audio. I was able to film it immediately after part 1 so I would have a smooth transition from one video to the next. These videos are a great example of breaking up a lesson into manageable sizes so student’s short-term memory isn’t stretched beyond its capability. Students will have these videos in sequence, ready to be watched in organized playlists on my YouTube channel and will Video Technology In Classroom Demonstration 42 not have to hunt for them in the general video list. As I add to these play lists, the complete lesson will be available for viewing and reviewing. Video editing has a learning curve that is much like any other skill. The more editing that is done, the more questions arise that develop into new skills. In the past few weeks I have used a few of my videos and they are saving me a lot of time and, as expected, they are saving me from having to reteach those lessons to students that need a review or were absent. It was surprising to me how different the capabilities of video cameras, and the variety of frame-rates and resolution options. This made it difficult finding a way for using multiple cameras for one video. Some of my cameras don’t specify in the camera, what the resolution or frame rate is so adjustments need to be made in post-production. Also, the extensive capabilities of Adobe Premiere Pro are impressive to me. Becoming acquainted with different visual effects to add interest to the videos. While making videos of demonstrations that I would normally do in class that might take half the class period or more, even with editing, it was difficult keeping some of my videos shorter than 6 minutes as Bergman & Sams, (2012) suggested. Even though several of my videos are longer than six minutes, considering my audience like Paolo et al., (2017) suggests, may allow me to get away with a few more minutes. Some demonstrations need to be all together in the same video without being broken up into parts. However, knowing what our research shows, reminds me to break up videos into parts whenever possible. I have a new appreciation for existing videos and those creators that have considerable skills with video editing, cinematography, lighting, and audio. I can also critique other content creators that don’t care as much about the quality of their videos and it affects the understanding I might have been able to gain. Other effective existing videos can be utilized to save time Video Technology In Classroom Demonstration 43 producing a custom video. Continuing research to learn from other content providers both in subject matter, tips and tricks, as well as new editing ideas will make continued learning very enjoyable. I look forward to continuing my work on my video database, collaborating with other teachers for criticisms of my videos, and making them better so they can be a great learning resource for my students and anyone else who views them online. I plan to continually improve my post production skills. As I critique my own videos and receive feedback from Dallas and Weston as well as others, my existing videos will likely modified as the need arises and as I learn new techniques that I will want to share with my students. I also plan to integrate these videos into every lesson possible to streamline learning and amplify my presence in my classroom. I plan to have a video for most, if not all of my lessons on my YouTube channel so there are more custom resources for my students at their fingertips when I am not available. Nathan’s YouTube channel is found at: https://www.youtube.com/channel/UCdB04usP_ke2IeTdacDf2Jw?view_as=subscriber Weston For this project I created three videos on turning a wood pen on the lathe. The decision to pick this project was based on my most pressing need at the time of production. I decided to start my videos with the pen project because I needed a quick project that would only take a couple class periods to build. This was for my students that were ahead of the rest of the class. Instead Video Technology In Classroom Demonstration 44 of them waiting for the rest of the class to catch up I instructed them to load the videos and work on making a pen, it was an enrichment assignment for students that are ahead. It also allows me more time to help students who are behind. In the following three paragraphs I will detail each of the videos I made, discussing how they were recorded and the information I covered. I anticipate making two more videos in the future to finish the pen turning video series. “Turning a Pen- Part 1 of 5 Drilling Blanks” https://www.youtube.com/watch?v=A0grV7QNEbw&t=6s The first video shows how to select the wood pen blanks and drill holes in the blanks. I started the video by showing the different species of wood blanks the students could choose from. I then showed how to mount the pen blank in the clamping fixture and drill the holes in the blanks using the drill press. I showed how to drill slow and clean out the hole by backing out about half way through the drilling process. I recorded the video using a GoPro camera mounted to a rolling work bench with a flex clamp mount. I opted to mount the camera to a separate workbench independent from the machine being used to reduce vibrations picked up by the camera. “Turning a Pen- Part 2 of 5 Gluing the Tubes” https://www.youtube.com/watch?v=zDAuuaCa1Z0&t=13s The second video shows how to glue brass tubes inside the wood blanks. I started the video by explaining how to sand the tubes so that the glue could stick to the slick surface of the metal. I showed how to sand the tubes. Next, I showed how I insert the tube into the blank about one eighth of an inch and then apply a few lines of Cyanoacrylates glue down the length of the tube and then inserted the tube the rest of the way into the wood blank. After the glue dried for a few minutes I demonstrated how to use the reaming tool to clean out any glue that may have Video Technology In Classroom Demonstration 45 gone inside the tube and dried. I recorded the video using a GoPro camera mounted to a rolling work bench with a flex clamp mount. I positioned the camera over my shoulder, so the view had as close to first person perspective as possible. “Turning a Pen- Part 3 of 5 Shaping/Turning” https://www.youtube.com/watch?v=aMc9x1aGP4Y The third video shows how to mount the blanks on the lathe and shape the pen using the turning chisels. I started out this video by explaining and demonstrating how to mount the blanks onto the mandrel. After the blanks were on the lathe I showed how to set the tool rest to the proper height and distance from the work piece. I then showed the two turning chisels that I use when making a pen and the proper way to hold them. I then turned on the lathe and showed how to use the scraper to turn each blank round. I then switched to the skew chisel to bevel the ends of each blank. I then use both tools to give the pen its final shape. I recorded the video using a GoPro camera mounted to a rolling work bench with a flex clamp mount. I positioned the camera over my shoulder, so the view had as close to first person perspective as possible. This was the first time I had recorded instructional videos so going into this project I didn’t know what to expect. As I was recording and editing my videos I was trying to think about how my students would interpret it, and what questions or misconceptions they might have as they viewed my video. This guided how I recorded each scene and how I explained the concepts being taught. As with any other teaching tool, understanding how the students think and interpret my instruction is very important, this was also true with video instruction. For my classroom/shop I must think of every possible way my instructions can be misinterpreted and what can go wrong, recording myself teaching has helped with this process. Being able to watch Video Technology In Classroom Demonstration 46 and hear myself teach while thinking as a student helps me to more closely analyze what is being taught and adjust or make edits to the videos and my everyday classroom teaching. After filming, editing, and publishing my videos online I followed along with them and turned a pen on the lathe. The videos seemed to be clear and easy to understand, I am confident that students will be able to be successful utilizing the videos before, and during class. One thing I will do better in the future is add a second camera that is closer to the work to give the students a more detailed view. After making the videos I have realized how much work goes into making and editing videos. I put in many hours to produce three short videos and gained an appreciation for those producing high quality videos. During the process of recording, evaluating, and editing videos my belief that I needed to produce my own videos, as stated in a previous section in the research, was reinforced. Many of the existing videos already produce will not work as well as I need them to. My students are beginners and have zero background knowledge in the subject of woodworking. There are so many variables, making my own videos helps me to reduce as many of the variables as possible. One thing we discussed in the research in prior sections was the ideal length of videos. After recording some videos, I’ve realized how difficult this can be. The ideal length for a video was stated to be around six minutes. This was very difficult for one of my videos, my third video ended up being a little over 11 minutes long. Before editing it was nearly 20 minutes long, I cut in nearly in half and still was way over the ‘ideal’ length of video. There is not any way that I could have condensed it any more than I did without sacrificing vital information students need to be successful in completing the project. It was all the same process, so I could not split it into Video Technology In Classroom Demonstration 47 a series of videos. I still agree with the research that keeping a video in that time range is most effective, but I learned quickly that sometimes that just isn’t possible. As I move beyond this project I see myself making videos for every project and concept I teach. Having a library of instructional video accessible to all my students will be very beneficial to the learning process. I feel the videos will be an effective tool to help my students and they will utilize them daily. They are not a replacement of my teaching, but another tool to help me reach a group of learners I may not have been able to help otherwise. My videos are another tool in my teaching tool box and I am excited to create more and implement them throughout my curriculum. Weston’s YouTube channel is found at: https://www.youtube.com/channel/UCie6ZUBLitOGFYU857MQq9Q Dallas The first video I recorded was on making a cylinder, the second was on making a bowl, and the third was on making a mug on the potter’s wheel. I wanted to create videos that would be most beneficial for my students, so I chose techniques and skills that go along with the first assignments that students will be completing on the potter’s wheel. Once I had my outline filled out, I gathered the Digital SLR camera and the GoPro. I set up the tripod for the SLR and attached the GoPro to a jig I made to hold the camera in the right position. I then made sure that all the settings were correct and matching on both cameras, the frame rate was set at 30 FPS and the resolution was set to 1080HD. To help set up the video I took an example of a finished Video Technology In Classroom Demonstration 48 project and placed it on the potter’s wheel to make sure that everything would be in the frame and that the camera was focused. It took several attempts of moving the SLR to find the position that would provide the best vantage point. I then turned my attention to the GoPro. To help me see what I was recording, I used my iPad and the GoPro App that allows me to stream what the camera is seeing to the iPad. I took several more attempts to position this camera in such a way I could get the shot I was looking for, but not have it in the way of the other camera. Once the cameras were set up, I used my phone and a gaming headset to record the audio. There is a trick I used to help match up video and audio files where I clapped my hands in front of the camera. This provided both a visual reference as well as an audio reference. “Cylinder Demo” https://www.youtube.com/watch?v=McJIGpXhsXc The first video on making a cylinder, begins with the basic steps, center, open, widen, lift. As I continue to lift, I describe what I am looking for in a cylinder. I talk about how thick the bottom and the walls of the cylinder should be. I then continue to lift the cylinder until the walls are an even thickness from the top to the bottom. I use the wooden rib tool to show how I straighten the side and undercut the bottom. When I am done with the cylinder, I use the wire tool to cut it in half to show what the inside should look like. “Mug Demo” https://www.youtube.com/watch?v=Sb8HHYgpFOE&t=13s The second video on making a mug, begins with the basics. While I was doing that, I talked about the shape the mug, the height and diameter should be. If the rim is too narrow, it is too hard to clean and if it is too wide, it is too hard to drink from. I tell the viewer the ideal width is about the distance from their lips to the middle of their forehead and that I make the mugs Video Technology In Classroom Demonstration 49 between, five and seven inches. Every mug starts as a cylinder, so after I made a cylinder, I shaped the mug with the metal rib and smoothed it out with a wet sponge. “Bowl demo” https://www.youtube.com/watch?v=xFknyFDwXx4&t=36s The third video on making a bowl is similar in that it begins with the basics. I center the clay a bit wider than I did for the mug and when it is opened, I leave the bottom with a slight curve. As I continue to lift the clay, I slowly widen it into more of a bowl shape. I then use the curved edge of the wooden rib to round out the inside of the bowl. I like the inside of the bowl to have a nice curve from one rim, across the bottom and up to the opposite rim. I describe that the inside and the outside should have the same shape. Once I am done, I use the wooden rib to under-cut the bottom in preparation to remove it from the wheel. The first time I recorded videos, I went to school on a Saturday because I wanted to make sure I did not have other distractions such as students asking questions or the bells ringing. I wanted to be able to focus on the videos. I used the outline template that we created to organize my thoughts to help ensure that the process went as smooth as possible. The second and third videos that I used were recorded in the late afternoon after school, several days later. It did not take as much time to get everything set up because I already knew what I needed and where the cameras should be placed. For the most part every went as planned and very similar to the first set of videos I recorded, with the exception that I used a spot light to help light the work area. I wanted to record each technique several times to make sure that I got the best footage possible. After each video was recorded, I transferred the files to the computer and watched the videos and listened to the audio, to critique what went well and what needed to be improved.Video Technology In Classroom Demonstration 50 After the videos were all recorded, I used Adobe Premiere Pro to do all the editing. I added each video and the audio files to the program. I then set out to get all three files playing in the same spot. This took several attempts but once I figured it out, the other videos went much smoother. The Premiere Pro program is new to me but because I have used Adobe Photoshop and Illustrator many times before, I was familiar with the basic layout, shortcuts and tools. I made several versions of the mug video just trying different things. One of the biggest challenges that I had to overcome while editing, was listening to my own voice over and over. It got to the point where I would just mute the audio and focus on the video. Because I used to cameras, I had two files to pull from. This allowed me to switch between a front view and a top view. I learned how to do a picture-in-picture within the video to show both views in the same clip. I experimented with several different transitions and filters to make the video flow well and be entertaining to watch. As I continue to move forward with this project, I plan on making a video for every project, skill, and technique I use. Some of the videos will be very short while others will need to be split into several sections. I will continue to use videos created by others and I even plan on helping other teachers set up cameras to record their teaching methods. Dallas’s YouTube channel is found at: https://www.youtube.com/user/dallasbradbury https://www.youtube.com/user/dallasbradburyVideo Technology In Classroom Demonstration 51 Group Summary In the future, more students may consider completing their masters project as a group, hopefully this summary will help with their decision. Working together as a group, for our project, had its advantages and disadvantages. When the idea was first presented in Dr. Bates class we were excited to try it, after we had received permission from the department we went right to work to start our first draft of the literature review. In the beginning we felt that it was going to more beneficial to work as a group and share the work. After our first draft of the literature review was written we realized that working as a group presents its own set of challenges. Each of us had found dozens of articles and kept them organized and cited correctly throughout the literature review was very difficult. We created a spreadsheet to keep track of all the articles and where they were being cited. Each of us were writing different sections and getting the paper to flow from one section to another was an entirely new challenge. As the project progressed, the challenge of finding time when all three of us were available to make changes and add sections to our paper became an issue. We used Google Docs for typing our project. That way we could each work on it at the same time even if we were not in the same room. Because we worked as a group, we spent more time than if we had completed the project on our own. However, the project was much better quality because we worked collaboratively. Even though in the end it was more work there were some significant advantages to working as a group for this project. One advantage was accountability, being accountable to each other to meet deadlines and to help keep the project on our timeline. 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The International Review of Research in Open and Distributed Learning, 17(3). doi:10.19173/irrodl.v17i3.2274Video Technology In Classroom Demonstration 59 Appendix: Video script template