Internet Learning Volume 5, Number 1, Fall 2016/Winter 2017 | Page 56

Teach like a Video Journalist Thinks
the tutor works as a reminder of the
original problem and solution during
the edit. The comments can be heard or
held back under a narration that summarizes
the key teaching point. A mask
darkens everything on the page except
the relevant line of text, highlighting
the phrase for analysis. On-screen text
reinforces the key teaching point. Each
clip example is separated from the other
by angling the text in a different way.
These types of video resources
may have a long life and can be built up
over several years. Student feedback examples
can inform a further round of
improved support and advice. The elements
of each video can be rearranged
later. Once the structure is created in
the editing software, the template can
be used over and over again. These editing
skills take time to acquire, but enable
the lecturer to create quality teaching
resources other than PowerPoint.
Ripping through the material with an
imaginary broadcast deadline adds
spice to the task just as video journalists
do. It is the same process seen every day
used to produce the news.
Mobile Learning
Mobile learning is an important
development, because
B.A, Education students are
not only engaged in part-time work,
but they are also out in local schools
working on their primary research. Students
report that they can access and
download their personal video from
the author onto their smartphones. The
phones can handle large video files; but
last year it was not an option. The latest
ftp download provider used by the tutor
also allows students to stream for a
number of days for free.
There will be a trial to load up
all the resources from the password
protected personal website (Howarth,
1996) of the tutor, to a social media
platform called Ublend created by Krohn,
Nicolini, and Franklin (2016). Students
will no longer need to use the
complicated drop down menu system
of the website, which has the advantage
of a shallow menu structure with a
quick overview, but is slow to use on a
small smartphone screen.
Conversation with their tutor
online is already an option using Skype
or FaceTime. But text analysis is too
difficult because of the image size. Another
idea is to record audio of the conversation
during the phone call to the
tutor with both parties looking at the
same dissertation copy. iShowU Instant
screen grab software running on the tutor’s
office computer, will keep a record
of both the audio conversation and a
clear visual record of the sentence modification
suggestions. The video will be
loaded on to a locked area of YouTube
and made available to stream privately
to the student or a group through the
Ublend social media software.
The personal video tutorial is a
powerful tool. But the technology, as always,
is not the solution. It is the way
the technology is used: ways of making
positive comments that engage and illustrate
learning are the stuff of scriptwriting
for educational effectiveness
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