Internet Learning Volume 5, Number 1, Fall 2016/Winter 2017 | Page 51

shots of the activity keeping the camera
running all the time provides a wide
range of choices to cut together with the
computer screen display and the course
leader to create a stimulating teaching
resource. Participants forget the presence
of the camera. The process is exhilarating.
To listen to the leader in one
ear and the participants in the other, to
follow and capture the key educational
elements, is very satisfying. It is what
video journalists do to create a story
with impact.
Lecturers Creating Video
A
research project was commissioned
by the Head of Media
to scope requirements for video
resource provision. These were to
include a dedicated server for staff and
student to exchange video resources in a
secure environment and is now up and
running. Later, real-time face-to-face
interaction will be rolled out. The focus
is the way lecturers used video with
their students. The plan is to integrate
the server with various levels of lecturer
provision, from easy to use equipment,
with good sound, a video recording
corner in each department—all that is
needed is a corner chair and interesting
background for an interview, editing
suites, and specialized support for top
level documentaries. The base standard
facility for a lecturer is to be a computer
with webcam, essential editing software
and fast access to the server.
The range of evidence made in
video case studies revealed how each
subject area had its own preference for
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video use, based on the subject matter.
Geography, for example, used video for
learning resources connected with field
trips. In general, lecturers who are early
adopters are exploring the technology
using any equipment to hand, and having
a good experience with very positive
results. Professional production standards
are not expected, but that is not
a priority to either the staff or students.
In fact it is an advantage: lecturers mentioned
they did not want to compete
with the professionals, while students
were quite happy for the lecturer to be
amateurish, if the learning experience is
worthwhile.
The research includes advice for
filming. These are practical ways to save
time and effort, and ideas to increase
the educational impact. High production
values, documentary approaches,
complex schemes and long-term projects
are not on the list of priorities.
Short, fast, stripped down teaching
components, economic storytelling is
the overall theme for future developments
in video. These suggestions were
accompanied with as a series of “How
to….” videos as a basic introduction
for staff and students. They include
advice for lecturers making videos for
their students using webcams. The software
is called iShowU Instant (Clayton,
2013), which was used to demonstrate
techniques such as editing. Editing video
is an issue for a lecturer. The software
looks complicated and can be time consuming.
In fact using software like the
MAC iMovie or PC Windows Movie
Maker is very easy. There are many
Apps for a smart phone that cost very
little. Experiments were made, based