Chapter 10 DPK’s
2) Explain how student learning is enhanced by the application of video in each
instructional domain—cognitive, affective, psychomotor, and interpersonal.
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Cognitive Domain- Learners are able to actually observe dramatic
recreations of events in history and recordings of events that are more
recent. Students also have the option to read books along with video, read
before viewing, or instead use the video as a method to get students
interested in reading.
Affective Domain- Role models and dramatic messages on video can spark
emotions and influence the attitudes of viewers. The emotional impact that
affects students from documentaries proves that these are a great tool to use
for shaping personal and social attitudes. They often encourage students to
think about situations that they could never fathom finding themselves in.
(Example; The Great Depression)
Psychomotor Domain- When students are able to see a step-by-step process
through media, they are more likely to retain the information. This domain is
most benefited from showing educational ‘how-to’ videos. The instructor also
has the advantage of being able to pause, fast forward, and rewind if any
steps of the process are important to elaborate on or were confusing to
students.
Interpersonal Domain- This domain benefits from video learning because a
diverse group of learners with different cultures and backgrounds can
communicate with eachother to find a common base of experience to build
discussions. These discussions will improve their social skills and encourage
feedback between students.
3) List and describe the four types of educational video support student learning.
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Documentary- This type is the main type used for bringing actual or
reenacted events into the classroom. They attempt to depict real and
educational stories about situations, events, or people.
Dramatization- This type is a great method that can be used for students to
compare and contrast text and video. It often uses a combination of fiction
and facts from events in history to hold students’ attention and also makes
learning more exciting for topics that may otherwise be dull.
Video Storytelling- This type of video allows students to build on many skills.
They are able to express their creative ideas through stories, while also
building their writing, visual, and digital literacy. Stories can also be
incorporated into instruction through video.
Virtual Field Trips- This method allows the teacher to take students to places
that they might not ever be able to visit otherwise. They can take virtual
tours of far away places, building on and enhancing student knowledge
gained from readings or lectures.
7) Describe techniques for video production by students and teachers.
Videography is a method that students and instructors alike can apply to any
curriculum of their choice. Students will benefit from this method because
they will expand on necessary 21st century skills such as thinking,
communicating, planning, imagining, researching, and analyzing. Instructors
can actively involve students in planning for videos; incorporating
storyboards and outlines to revise their productions. These storyboards will
eventually be transformed into the student’s production, which will be
rehearsed before it is actually recorded using a a camera with a built in
microphone. Digital video editing should be applied using a computer editing
software to add finishing touches to the final product. This is a great method
to expose students to new methods of research and communication of the
21st century.