flexigirls instructional module
TRANSCRIPT
1
2
ETEC 613
April 24, 2012
On the Importance of Analyzing Video
For Classroom Use
Nan Ketpura-Ching Kasey Fernandez
Marie Sack Marisa Yamada
3
Table of Contents Introduction ................................................................................................................................................................................................................... 4
Review .................................................................................................................................................................................................................... 6
Chapter One................................................................................................................................................................................................................... 8
Analyzing Accuracy of Content .................................................................................................................................................................................. 9
Review .................................................................................................................................................................................................................. 13
Quiz ...................................................................................................................................................................................................................... 15
Chapter Two ................................................................................................................................................................................................................ 17
Matching Video Content to Course Learning Objectives ......................................................................................................................................... 18
Review .................................................................................................................................................................................................................. 23
Quiz ...................................................................................................................................................................................................................... 25
Chapter Three .............................................................................................................................................................................................................. 27
Discriminating Against Disturbing Images ............................................................................................................................................................... 28
Review .................................................................................................................................................................................................................. 33
Quiz ...................................................................................................................................................................................................................... 35
Chapter Four ................................................................................................................................................................................................................ 37
Determining Appropriate Content of Video ............................................................................................................................................................ 38
Review .................................................................................................................................................................................................................. 44
Quiz ...................................................................................................................................................................................................................... 46
4
Introduction
You are Mr.: {put your last name here}__________________________________________________________
You are a school teacher for older children and are only in your first week of teaching. You want to impress your Headmaster because today he will be tutoring the new teachers an important lesson on how to correctly analyze Moving Pictures {Videos}. You have heard he is very strict, and if you do not correctly answer his questions, you will be put out of the job and little Peter will have to work the Chimneys once again. You sit down amongst your colleagues, wipe your brow, and lean forward intently as the Headmaster begins the lesson.
5
“Good Morning, my name is Mr. Ed U. Caysien, and I am your Headmaster. With the invention of newfangled devices putting forth Moving Pictures, or {Videos} as they are called, some of our new teachers are beginning to utilize these Videos to supplement their teachings. While this is permitted, it is imperative that as educators of this school you are able to:
Analyze the content of the Videos.
Determine if the Videos match our Course Learning Objectives.
Discriminate against disturbing and shocking images.
Determine the appropriateness of content in the Videos.
If we do not master these skills, our students will turn out as Ruffians, which I will not allow. See the chart below for an example.”
“Therefore, to prevent any such misfortunes from happening, I will see to it myself that all new teachers present are properly trained to correctly analyze Videos.” “I will expect nothing but the best results from all of you and will take strict measures otherwise.” “Right! So let’s get started.”
Fig. 1 – Normal Children Fig. 2 – Ruffian Children
6
Review
Headmaster: “First, I would like to find out what you already know. Circle the correct answer.”
“Then we will go over the answers together.”
For an English course with an emphasis on Shakespearean literature, which of the following video descriptions is accurate, correlates to the course learning objectives and has appropriate images:
A A contemporary, interpretive version of Othello spoken in rap with explicit language.
B A version of Hamlet that follows Shakespeare’s storyline and includes actors dressed in the appropriate era; using direct quotes from the text.
C An "R" rated movie about Romeo and Juliet’s romance that includes racy scenes.
D The reduced Shakespeare company’s comedic production which goes over William Shakespeare’s son-in-law’s medical tool collection.
7
Feedback
For an English course with an emphasis on Shakespearean literature, which of the following video descriptions is accurate, correlates to the course learning
objectives, and has appropriate images:
A *Incorrect. This video may grab the student’s attention but it is not accurate to Shakespeare’s original work.
A A contemporary, interpretive version of Othello spoken in rap.
B *Correct! This video would give students an idea of what the Elizabethan age may be like, and it fosters a deeper understanding of the actual literature.
B A version of Hamlet that follows Shakespeare’s storyline and includes actors dressed in the appropriate era; using direct quotes from the text.
C *Incorrect. This video may have some inappropriate images and may not be accurate.
C An "R" rated movie about Romeo and Juliet’s romance that includes racy scenes.
D *Incorrect. Although accurate, this video does not match the learning objectives of emphasizing Shakespeare’s literature.
D The reduced Shakespeare company’s comedic production which goes over William Shakespeare’s son-in-law’s medical tool collection.
8
Chapter One Analyzing Accuracy of Content
Introduction
Examples
Non-Examples
Review
Feedback
Quiz
9
Chapter One
Analyzing Accuracy of Content
Does the Video agree with what you already know about the subject?
Is there anything that seems unsettling about the Video that you may disagree with? (If so research the
topic to make sure that the Video has the facts straight.)
Are there any evidence supported facts stated in the Video?
If you find something that is questionable but still think that the Video is valuable, would your
administration support your choice to show the Video?
Is the Video overly biased or opinionated?
Headmaster: “When reviewing Videos in order to determine which would be appropriate for sharing in a classroom environment, we teachers must consider the accuracy of the content presented in the Video. If you are already an expert on the given area, it may be easy, but you may still need to do some research.”
“The following is a checklist of things that you should consider when screening a new Video for accuracy… ”
10
Examples:
“The following are descriptions and screenshots of Videos that are considered to have accurate or factual content.”
Example No. 1 Colleagues Example No. 2
“Interesting…”
“Good to know”
The above video was pulled directly from Discovery
Education.
According to the website’s description, the video “Demonstrates how restriction enzymes and gel electrophoresis are used to manipulate DNA in genetic engineering experiments. Simulates bacterial transformation and explores gene therapy as a potential treatment for people with cystic fibrosis.” The video is factual and strays away from opinion.
The above image is a screenshot from a Khan Academy
video entitled, “Electoral College”.
The video is full of facts and the site provides a
transcript that goes along with the video that makes it
easy for teachers to read carefully to ensure that all of
the facts are credible. The video is more informative
than opinionated.
11
Non-Examples:
“The following are descriptions and screenshots of Videos that are considered to be inaccurate, questionable, or overly biased.”
Non-Example No. 1 Colleagues Non-Example No. 2
“Fascinating!”
“I...knew that”
The above video is entitled, “God and DNA” found on
YouTube, the author: potholer54.
Although it does describe a bit about how DNA
works and includes a few facts it is extremely
biased and talks a lot about religion, it is more of an
opinion based video than a factual video and there
are lots of other videos that explain how DNA
works that would be a better choice for classroom
viewing.
This is a video entitled, “Our Electoral College” found on
YouTube, the author: MobTelevision.
It does include some facts but it is very biased and can
potentially teach students that their vote does not make
a difference which is a negative message. Also, instead of
giving direct facts about specific states the authors made
up numbers in order to present the concept. Actual
statistics are what teachers should look for when
analyzing content.
12
REVIEW
“WE ARE GOING TO REVIEW WHAT YOU HAVE LEARNED SO FAR…
THE ACCURACY OF VIDEO CONTENT
CIRCLE WHAT YOU THINK IS THE CORRECT ANSWER.
THEN TURN THE PAGE TO SEE IF YOU WERE CORRECT.
REMEMBER, I EXPECT GREAT RESULTS!”
You turn the page…
13
Review
Which of the following video descriptions is both accurate and unbiased:
A A video describing the origins of the universe from a religious standpoint.
B A video explaining the possible origins of the universe explained by subject matter experts and explained with data.
C A video that describes that the universe was created 3000 years ago.
D A video about the origins of the universe that tries to persuade the viewer that the world was created exactly 2 billion years ago without providing any facts or evidence for the claim.
14
Feedback
Which of the following video descriptions is both accurate and unbiased:
A *Incorrect. This video may include factual information, but it is biased.
A A video describing the origins of the universe from a religious standpoint.
B *Correct! B
A video explaining the possible origins of the universe explained by subject matter experts and explained with data.
C *Incorrect. There is evidence and history that proves that the universe is older than 3000 years.
C A video that describes that the universe was created 3000 years ago.
D *Incorrect. Although the author may be presenting what they believe to be factual, there is not enough evidence to support their claim.
D
A video about the origins of the universe that tries to persuade the viewer that the world was created exactly 2 billion years ago without providing any facts or evidence for the claim.
15
Quiz
Which of the following video descriptions is both accurate and unbiased:
A A video from the viewpoint of a Vietnamese soldier who fought in the Vietnam War.
B A video from the viewpoint of an American soldier who fought in the Vietnam War.
C A video containing images from the Vietnam War.
D A video describing the dates and events of both sides in the Vietnam War.
16
Quiz Answers
You answered: CORRECTLY. You sigh with relief. Content accuracy wasn’t as hard as you thought! You and your colleagues congratulate each other, break for tea, then continue on with the next lesson.
You answered: INCORRECTLY. You are let go. You pack up your belongings and walk out into the streets. You finally find work as a circus lion-trainer but appear in the Police Illustrated News the next day.
17
Chapter Two Matching Video Content to Course Learning Objectives
Introduction
Examples
Non-Examples
Review
Feedback
Quiz
18
Chapter Two
Matching Video Content to Course Learning Objectives
Headmaster: “Good job! For those still sitting in this room, you are the ones who have answered correctly. Let’s move on.”
“Before sharing a video on a class {web}site, it is wise to determine the purpose of sharing the video.” The best way to do this is to: First have a clear understanding of your course’s objectives or
standards.
Identify which standards or course objectives directly correlate with the video.
Determine how the video relates to the course or class learning objectives.
It is helpful to keep a list of these objectives in order to refer to them throughout the semester. Many high school teachers include this list in their class syllabus or curriculum map, while others have the list given to them by the school. The Common Core standards have been adopted by many schools across the US. You can explore the Math and English Language Arts standards at the website http://www.corestandards.org/.
19
Once you have your list of course objectives handy you must chose which objective(s) you would like to focus on. After reading the objective thoroughly, you can view the video or read a synopsis in order to determine whether or not the video is appropriate for the specified objective.”
Does the video teach the material specified in the objective?
Is the video missing some information important to achieving the objective?
If the Video is missing some important information do you have access to resources that
you can use to supplement the video in order to encourage complete understanding of the objective?
Consider the following:
20
Example:
“The following screenshot and description would be appropriate for reaching the following learning objective in a Pre-Algebra class: ‘Identify which quadrant the point (x,y) is located in.’”
Example No. 1 Colleagues
“So far, I get it…”
“quadrant…”
The above video was pulled directly from YouTube/Khan Academy.
“The objective of this lesson is to learn how to plot points on the coordinate
plane and identify the four quadrants.”
21
Non-Example:
“The following screenshot and description would NOT be appropriate for reaching the following learning objective in a Pre-Algebra class:
‘Identify which quadrant the point (x,y) is located in’. The learning objective of this non-examples video is: ‘Graphing linear equations using the intercepts method.’”
Non-Example No. 1 Colleagues
*blink*
“Ah, I get it.”
The above video was pulled directly from YouTube/Khan Academy.
“The objective of this lesson is to learn how to graph lines on the coordinate plane
using the x and y intercepts method.”
22
REVIEW
“WE ARE GOING TO REVIEW WHAT YOU HAVE LEARNED SO FAR…
MATCHING CONTENT TO OBJECTIVES
CIRCLE WHAT YOU THINK IS THE CORRECT ANSWER.
THEN TURN THE PAGE TO SEE IF YOU WERE CORRECT.
“YOU ALL ARE DOING GREAT SO FAR. KEEP IT UP!”
You turn the page…
23
Review
Which of the following screenshot and video descriptions would meet the Algebra 1 learning objective: “Solve direct variation problems”:
A
B
C
D
“The objective of this lesson is to learn how to
solve percent word problems.”
“The objective of this lesson is to learn how
to solve direct variation problems.”
“The objective of this lesson is to learn how to
solve multi-step equations.” “The objective of this lesson is to learn how to
evaluate and work with variables and expressions.”
24
Feedback
Which of the following screenshot and video descriptions would meet the Algebra 1 learning objective –
“Solve direct variation problems”:
A
B
*Incorrect. This video lesson is solving percent
problems. *Correct! This video lesson is solving direct
variations problems.
C
D
*Incorrect. This video lesson is solving multiple
steps equations.
*Incorrect. This video lesson is evaluating variables and expressions.
25
Quiz
Which of the following screenshot and video descriptions would meet the Algebra 1 learning objective: “Solve direct variation problems”:
A
B
C
D
“The objective of this lesson is to learn how to write
linear equations in point-slope and standard form.”
“The objective of this lesson is to learn how to solve
equations with variables on both sides.”
“The objective of this lesson is to learn how to solve
inequalities.”
“The objective of this lesson is to learn how to solve
absolute value inequalities.”
26
Quiz Answers
You answered: CORRECTLY. Phew. You passed Matching Content with Objectives.
You and your colleagues congratulate each other, break
for scones, then continue on with the next lesson.
You answered: INCORRECTLY.
You are let go. You pack up your belongings and walk out
into the streets.
You fall into a band of Ruffians and get pressured into
robbing an antique store. You appear in the Police
Illustrated News the next day.
27
Chapter Three Discriminating Against Disturbing Images
Introduction
Examples
Non-Examples
Review
Feedback
Quiz
28
Chapter Three
Discriminating Against Disturbing Images
Headmaster:
“Unlike movies, web presented videos do not have a standard
rating system. Therefore it is important for the teacher to rate the
appropriateness of the video themselves. Disturbing images may
cloud a student’s memory, making it difficult to remember other
important parts of a video.
Also, some parents are very protective of what their children
watch, so it is important to be sensitive of this matter. Some level
of disturbance may be necessary in order to properly teach
certain subjects, but it is crucial to know when to draw the line. At
times, a disclaimer may be appropriate to warn students and
parents of a potentially disturbing image.
If you find a video that is disturbing but that you feel is perfect for
the curriculum, consider sending home a notice to parents and
students regarding the nature of the video and your reasoning
behind showing the video. This way, they can choose whether or
not they would like to expose themselves to disturbing media.”
29
When reviewing a video for sharing on a web page consider the following when determining the level of disturbance:
Are my students mature enough to watch this video?
Is the video overly graphic in nature?
Are there some students or parents that may find it offensive?
If there are some disturbing images, is it necessary to bear in order to reach the objective?
Is there a less disturbing video that would be more appropriate to share?
Does the administration support the sharing of this type of video?
30
Example:
“The following screen shot and description is a video that would be appropriate for sharing on a class web page due to the mild nature:”
Example No. 1 Colleagues
“I see faces.”
“What’s HIV?”
The above video was pulled directly from YouTube.
31
Non-Example:
The following screenshot and description is a video that would NOT be appropriate for sharing in a class due to the disturbing nature:
Non-Example No. 1 Colleagues
“Shocking…”
“lol…”
The above video was pulled directly from YouTube.
32
REVIEW
“WE ARE GOING TO REVIEW WHAT YOU HAVE LEARNED SO FAR…”
DISCRIMINATING AGAINST DISTURBING IMAGES
CIRCLE WHAT YOU THINK IS THE CORRECT ANSWER.
THEN TURN THE PAGE TO SEE IF YOU WERE CORRECT.
“THIS SHOULD NOT BE DIFFICULT.”
You turn the page…
33
Review
Which of the following screenshots would have disturbing images for a 9th grade high school biology student:
A
B
C
D
34
Feedback
Which of the following screenshots would have disturbing images for a 9th grade high school biology student:
A
B
*Incorrect. The graphic in the video is not disturbing. *Incorrect. The graphic in the video is not disturbing.
C
D
*Incorrect. The graphic in the video is not
disturbing. *Correct! This graphic in the video is too explicit.
35
Quiz
Which of the following screenshots would have disturbing images for a 9th grade high school biology student:
A
B
C
D
36
Quiz Answers
You answered: CORRECTLY. Discriminating Against Disturbing Images was…interesting. You and your colleagues take a break to ruminate, and then continue on with the next lesson.
You answered: INCORRECTLY.
You are let go. You pack up your belongings and walk out
into the streets.
Because you could not determine what a disturbing image is, you are ostracized, your wife leaves you, and you eventually get arrested for lewd behavior.
37
Chapter Four Determining Appropriate Content for Video
Introduction
Examples
Non-Examples
Review
Feedback
Quiz
38
Chapter Four
Determining Appropriate Content of Video
Once you have collected all of the information on how to correctly analyze the Videos you will utilize in your classrooms from the
three lessons listed above, you will be more aptly qualified to make a final judgment about the overall appropriateness of the
Video. There are important questions you must ask yourself when analyzing your Videos.
Headmaster:
“We are approaching our last lesson of the day. Congratulations to those who are still here!
However, there is one last quiz you must pass before you are excused.”
To summarize, the lessons we have covered today were :
How to judge the accuracy of a video’s content.
How to match a course objective to the video content.
How to discriminate against disturbing images.
Our last lesson will cover the all-encompassing Determining Appropriate Content of Video.
39
To determine if the content of the video is appropriate, the following must be considered:
If you can answer yes to all of these questions after looking over the data that you collected, then congratulations! You have a found a video that is appropriate for classroom use and is safe for our students to view. A great way to organize and remember all the information is by placing your data into a checklist. We have provided you with an example checklist sheet you can use while analyzing your Videos (See next page).
Is the content accurate?
Is the video relevant to the course learning objectives?
Are the images appropriate?
Is the content of the video appropriate for sharing with my class?
40
Video Content Appropriateness Checklist
Course learning objective ___________________________________ Name of Video ____________________________________________ Video URL _______________________________________________
Evaluative Questions Yes No N/A
I. Determine Video Content Accuracy
Is the information in the video correct?
Is there credible support for the information presented in the video?
II. Determine How Well Video Content Match Course Learning Objectives
Does the video teach the material specified in the course learning objectives?
Will my students be able to understand the level of complexity of the content in the video?
III. Determine Video Image Appropriateness
Is the video overly graphic in nature?
Are there some students or parents that may find the video offensive?
Considering all of the above information, is this video appropriate for sharing with your class? YES / NO Comments:
41
Example:
“Getting back to our lesson, the following is an example of a video description that is appropriate for teaching the Percent discount problem.”
Example No. 1 Colleagues
A video that shows the example:
The original price of a dress is $130.00.
The dress is now on sale for $104.00. What is the percentage of discount?
The video shows the steps for solving the problem, and gives the correct answer of 20% discount.
“So tired…”
“My dress was
cheaper...”
42
Non-Example:
“The following is an example of a video description that is NOT appropriate for teaching the percent discount problem.”
Non-Example No. 1 Colleagues
A video that shows the example:
Given 3x + y = 10. Solve for y in terms of x.
The video shows the steps for solving the problem,
and gives the answer of x = (10 - y) / 3.
This is an example of solving for a variable and the answer is incorrect.
“My back…”
“My eyes…”
43
REVIEW
“WE ARE GOING TO REVIEW WHAT YOU HAVE LEARNED SO FAR…
APPROPRIATE CONTENT FOR VIDEO
CIRCLE WHAT YOU THINK IS THE CORRECT ANSWER.
THEN TURN THE PAGE TO SEE IF YOU WERE CORRECT.
“ALMOST FINISHED, EVERYONE. HANG IN THERE!”
You turn the page…
44
Review
For an Algebra 1 math class about solving for a variable, which of the following video descriptions is accurate, correlates to course learning objectives and has appropriate
images:
A A video that shows the example: What is 5% of 30, and shows the steps that lead to the answer of 20.
B A video that shows the example: Solve 2x + y = 4 for y and shows the steps that lead to the answer of y = 4 - 2x.
C A video that shows the example: Solve 2x + y = 4 for y and shows the steps that lead to the answer of x = 4 - 2y.
D A video that shows the example: Solve |2x -1| = 7 and shows the steps that lead to the answer of x = 4 or x = -3.
45
Feedback
For an Algebra 1 math class about solving for a variable, which of the following video descriptions is accurate, correlates to course learning objectives and has
appropriate images:
A *Incorrect. This is a percent problem and not a solving for a variable problem. The answer to the problem is also incorrect. The images are appropriate.
A A video that shows the example: What is 5% of 30, and shows the steps that lead to the answer of 20.
B *Correct! This is a solving for a variable problem with a correct answer. The images are appropriate.
B A video that shows the example: Solve 2x + y = 4 for y and shows the steps that lead to the answer of y = 4 - 2x.
C *Incorrect. This is a solving for a variable problem, but the answer is not correct. The images are appropriate.
C A video that shows the example: Solve 2x + y = 4 for y and shows the steps that lead to the answer of x = 4 - 2y.
D *Incorrect. This is an absolute value equity problem with the correct answer, but it is not a solving for a variable problem. The images are appropriate.
D A video that shows the example: Solve |2x -1| = 7 and shows the steps that lead to the answer of x = 4 or x = -3.
46
Quiz
For an art history class on the topic of the Rosetta Stone, which of the following video descriptions is accurate, correlates to course learning objectives,
and has appropriate images for the topic:
A A video that describes the similarities and differences in the languages of the Phoenicians, Persians, and Greeks and provides images of Roman sculpture.
B A video that describes and shows images of the turbulent love lives of the ancient Greeks and Egyptians as told by various historians.
C
A video that describes through images and various research historians the three languages stating the same exact thing found on the Rosetta Stone, two of which finally helped break the code of Egyptian hieroglyphics: Ancient Greek and demotic (the Egyptian common language).
D A video about the three languages: Ancient Greek, demotic, and hieroglyphics scribed on the Rosetta Stone which possibly, when decoded, reveals a secret alien code regarding the end of the world with SETI as the resource.
47
Quiz Answers
You answered: CORRECTLY. You and your colleagues shake hands with the Headmaster,
relieved that it’s over. You are now ready to correctly
analyze Video for classroom use.
Little Peter will be happy to know he will not have to work
as a chimney sweep to support the family.
You answered: INCORRECTLY.
You are let go. You pack up your belongings and walk out into
the streets.
You wander from job to job but the Opium Dens call to you.
You eventually get arrested in a raid and appear in the Police
Illustrated News.
48
Are You Up To The Challenge?
1. Choose an objective we have covered for
your course.
2. Fill out the checklist provided on page 40
to find a video that would be appropriate
to use for your course.
49
Quiz Answers
Chapter 1:
Chapter 2:
Chapter 3:
Chapter 4:
D A video describing the dates and events of both sides in the Vietnam War.
B The objective of this lesson is to learn how to solve equations with variables on both sides.
B Total abdominal hysterectomy.
C
A video that describes through images and various research historians the three languages stating the same exact thing found on the Rosetta Stone, two of which finally helped break the code of Egyptian hieroglyphics: Ancient Greek and demotic (the Egyptian common language).