Social Videos

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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

Hobart, Jim. (2015). Social videos. In Chen, B., deNoyelles, A., & Thompson, K. (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning. Retrieved August 23, 2017 from https://topr.online.ucf.edu/social-videos/.

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