Social Videos

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Contents

Description

  • Instructor: Jim Hobart, Advertising/Public Relations, Nicholson School of Communication, UCF
  • Course Title: ADV3008 Principles of Advertising

Student generated video; have students create their own videos to illustrate course concepts or ideas. Share not only with other fellow students, but also with family and friends.

Benefits: student-centered learning; motivation; anchored instruction Copyright concerns: Increase students’ awareness of intellectual property; cannot use whatever they can find online Learn about Fair use; educational & research use; purpose/a small % creative common license: creative commons offer a range of licenses for the distribution of copyrighted works for anyone to use

Instructor Testimony

This is a large size class- 300 students. There are 2 issues with this large-size class:

  • Little interactions
  • Single assessment strategy with multiple choice questions

In 2009 Fall, I offered an optional assessment:

  • students chose to create a video rather than take the final
  • let them form groups of up to 4 people in a group
  • the assignment was simply to teach one section of the class (any one they wanted) as if it was going to be used in place of face-to-face instruction
  • the response was overwhelming (nearly 30 videos completed (some turned them in on DVD due to uploading problems); representing about 1/3 of the class.
  • There was NO instruction on how to write, shoot, or edit these videos. They had to use their own abilities and resources.

I used Vimeo for 2 main reasons, and a third possible reason:

  • YouTube limits videos to 10 minutes max, and I told my students they could go as long as they felt necessary.
  • YouTube has very tight copyright policing practices. They use some kind of robot to check for copyright music embedded in videos, and if they find anything, they auto-disable the audio track on your video. Since my students were making something that was only for in-class use, I told them not to worry about copyright infringement, and use whatever music / visuals helped them convey their point. Vimeo doesn't seem to be as vigilant on removing copyright material, unless someone complains.
  • This is subjective, and possibly inaccurate, but I feel that the playback quality on Vimeo is superior to that of YouTube, possibly due to different compression technology. However, I've not done a side-by-side test to be sure of this, so it may be incorrect.

Link to example artifact(s)

This is a student-generated video for this class:


The Ad Spiral from Annie Zondio on Vimeo.

Link to scholarly reference(s)

Church, A. (2008). Bloom's digital taxonomy. Retrieved from http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v3.01.pdf

Mueller, J. (2011). What is authentic assessment? Retrieved April 25, 2011, from http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

Citation

To cite this entry, please use the APA citation below, or consult your preferred style guide.

Hobart, Jim. (2015). Social Videos. In K. Thompson and B. Chen (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning. Retrieved March 28, 2017 from https://topr.online.ucf.edu/index.php?title=Social_Videos&oldid=3904

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