Transforming Teaching through Video:
A Guide to Best Practice
1 © 2011 Cisco and/or its affiliates. All rights reserved.
Foreword
There has been a lot of discussion around the unprecedented investment made by
the Australian Government, through the Digital Education Revolution, in providing
nearly a million students with access to a computer. But precious little dialogue has
focused on what this will make possible. This is at our peril, as a failure to research,
develop and openly share new and exciting ideas around the powerful learning
opportunities such technology-richness provides will have significant impact on the
realisation of its potential.
Many of us have waited for this for decades: nearly every child with access to a
well‑connected computer, finally able to authentically engage with the learning
medium of their time. But the provision of hardware and connectivity on its own has
never, and will never, answer the critical question of what this makes possible – for
learners, teachers and our society.
It is now up to us to rethink, re-imagine and re-conceptualise the possibilities;
surely nothing could be more daunting – or more exciting. We must leave behind
legacy thinking about the way things should be done, and consider how they may
be done better. We must discard old concepts that are no longer valid or valuable
to contemporary learners, and provide students with authentic, meaningful and
worthwhile challenges that build the skills in high demand in the 21st-century
workforce. We must be bold and ambitious in the ways we use these emerging,
ubiquitous technologies, to provide the most rigorous and relevant learning
experiences we can for our young people.
This paper is an important step towards addressing this urgent need to discuss the
potential of technology in education. It seeks to explore the possibilities offered within
a video-enabled learning environment, which is fast becoming common across many
of our schools. In developing this paper, Cisco has sought the advice of experts and
practitioners who have provided a broad cross-section of ideas and insights that will
benefit teachers around the globe.
This paper looks to challenge the way we use video in our schools, and sets the
bar higher around what it might make possible. Whether it is connecting passionate
learners, connecting people in diverse locations or providing access to experts, this
paper presents new ideas around the use of video within a technology-rich learning
environment. It should serve as a catalyst for all of us to be more ambitious about
what technology now makes possible for teachers, and most importantly for learners
– both inside and outside our schools.
Bruce Dixon
Director of ideasLAB and President of the Anytime Anywhere Learning Foundation
2 © 2011 Cisco and/or its affiliates. All rights reserved.
Contents
Foreword2
Towards a Video-Enabled Pedagogy
4
Objective4
Best Practice
4
Key Considerations
5
Limitations5
Emerging Evidence
5
Definition of Collaborative Technologies
6
Video Collaboration Platform
6
Cloud Collaboration
6
Video Conferencing
7
Telepresence7
Video Conference Systems
7
Desktop Video
7
IP-enabled Interactive Whiteboards
7
Internet-enabled Devices
7
Develop Candidate Video Use Cases
8
Use Case Development
8
Process and Methodology
Validate Video Use Cases
Prioritise Video Use Cases
Use Case Classification
8
8
8
9
The Context of Innovation
10
Strategy
Strategy
Strategy
Strategy
10
10
10
10
one: improve schools through better facilities, teachers and leadership
two: supplement schools by working with families and communities
three: reinvent schools to create an education better suited to the times
four: transform learning by making it available in radically new ways
Alignment to the Innovation Grid
11
Use Cases
12
VID-UC-01:
VID-UC-02:
VID-UC-03:
VID-UC-04:
VID-UC-06:
VID-UC-07:
VID-UC-08:
VID-UC-09:
VID-UC-10:
VID-UC-11:
VID-UC-12:
VID-UC-13:
VID-UC-14:
VID-UC-15:
VID-UC-16:
VID-UC-17:
VID-UC-18:
VID-UC-19:
VID-UC-20:
3 © 2011 Cisco and/or its affiliates. All rights reserved.
Leverage Internet-based digital video to enhance self-directed learning
Leverage educational video to support multimodal learning
Conduct virtual field trips
Connect with experts worldwide
Leverage video to support the core curriculum
Work collaboratively with classrooms worldwide
Encourage worldwide discussion
Generate student interest and engagement, and assess understanding
Encourage cross-curricular projects
Support discovery learning
Use pre-recorded classes to overcome teacher shortages
Leverage video to address the biggest educational problems
Provide instructions for a practical activity
Create content for an educational video blog (vlog)
Provide a real-life context through role-playing
Use live events in situ
Leverage digital video for in situ professional development
Leverage video data of exemplary practice
Attend professional development classes remotely
12
13
14
15
17
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19
20
21
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23
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27
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29
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31
VID-UC-21:
VID-UC-22:
VID-UC-23:
VID-UC-24:
VID-UC-25:
End Notes
Facilitate multi-point conversations Provide pre-service teachers with examples of exemplary practice
Mentor pre-service teachers along professional development path
Use as tool for critical analysis personal practice
Broadcast school announcements
32
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Bibliography37
4 © 2011 Cisco and/or its affiliates. All rights reserved.
Towards a Video-Enabled Pedagogy
Objective
Video-enabled pedagogy involves understanding the opportunities for video-enabled
educational practice and student learning. The hypothesis to be addressed by this
white paper is that: “the use of video as an educational tool has a positive impact
on professional teacher practice and student results”.
It is a collaborative effort between the Victorian Department of Education and Early
Childhood Development and Cisco.
This white paper seeks to provide educators with a starting point for using video
to initiate and sustain the transformation of school networks.
It is hoped this paper will act as a catalyst for the wider use of video to facilitate the
professional development of educators and improve student learning across primary
and secondary education systems.
This white paper contains 25 ‘use cases’ – instructional options – for the potential
use of video technology in learning institutions. These use cases are based on the
activities of early adopters of video from around the world, and can be adapted to
suit the priorities and budgets of different schools.
Best Practice
How – and how well – teachers are prepared for teaching is a critical indicator of
education quality. To prepare teachers and help them deliver improved student
outcomes, they need to be equipped with subject-specific expertise; effective and
innovative teaching practices; an understanding of technology; and the ability to work
collaboratively with students, other teachers, members of the community and parents.
Through interviews and research conducted for this white paper, it became apparent
that better documentation of best practice for video-enabled pedagogy is required.
This particularly applies to lessons learnt from successful and sustainable teacher
training, as well as ongoing professional development initiatives.
In the past few years, virtual and video-based learning has become more widely
used as an instructional tool for primary and secondary school students. This
growth in use can be attributed to the increased access to high-speed Internet and
the creation of Web 2.0 online learning tools. Cisco believes projects such as the
Australian National Broadband Network (NBN) will help encourage further growth.
Results achieved by early adopters show the power of video-based learning to support
student outcomes. However, the pedagogy of video-based instruction is still in its
infancy; there is no set roadmap with a sequence of steps and clear measures,
and no proven way of doing things.
5 © 2011 Cisco and/or its affiliates. All rights reserved.
Key Considerations
To assess whether the use of video will aid the professional development of teachers
and benefit student outcomes, educators should determine:
• What are the most effective and relevant uses of video for professional
development, and what are the enabling/disabling circumstances for its use?
• Can the pedagogical practices and transformations be introduced and maintained?
• What types of video and information technology (IT) models will provide the
most effective and relevant support for professional development, including the
provision of peer networks for teachers?
• How will educational institutions provide collaborative networks for teachers?
• How to establish pilot projects that involve video-enabled learning as
common practice?
• How can such projects be managed, maintained, scaled and sustained over time?
• What is the cost of implementation models that use video for the professional
development of teachers?
Limitations
Research on the benefits of video-based learning in schools has not kept pace with the
improvements in technology. Published research on the effectiveness of video‑based
learning is limited. However, best practices have emerged in a number of areas.
There are limitations in undertaking empirical assessment of the role technology
and video-enabled learning provides in enhancing educational outcomes. First,
rapid changes in technology make it difficult to undertake longitudinal studies.
Second, the lack of standardised methodologies and agreed upon indicators make
cross‑comparison difficult. Third, as with most educational changes, it is difficult to
isolate a particular variable and show a direct correlation to educational outcomes.
In using video, it is worth noting the general disconnect between the rationale for
deployment and its practical application. Video-based technology education is most
often introduced to foster collaboration and 21st-century teaching models. However,
once it is implemented, schools often use it only to reinforce existing methods of
teaching, or as a new way to disseminate existing content and curricula.
Emerging Evidence
As video-based learning in schools increases and the practice becomes more
standardised, it will be easier to demonstrate how video technology improves
educational outcomes in schools.
Meta-analysis of available research shows a moderate-to-strong correlation
between the benefit of technology-rich collaborative learning when accompanied
by appropriate information communication technology (ICT) infrastructure, versus
traditional teaching. Cisco expects to see more empirical research as these various
uses become more prevalent in classroom practice.
6 © 2011 Cisco and/or its affiliates. All rights reserved.
Definition of Collaborative Technologies
This white paper looks at four primary types of video deployment in classrooms:
the Video Collaboration Platform, Cloud Collaboration, Video Conferencing and
Internet‑enabled Devices.
Video Collaboration Platform
A ‘Video Collaboration Platform’ is an application that allows for webcasting and
video sharing. It helps teachers and students create secure video communities
to collaborate, share ideas and expertise, and personalise learning experiences.
A Video Collaboration Platform provides the ability to create live and on-demand
video content and define who can watch specific content. It offers tools such as
commenting, rating and word tagging, and should also provide comprehensive
access reporting.
An example of a commercial Video Collaboration Platform is Cisco Show-and-Share.
Cisco Show-and-Share can fit schools’ existing internet protocol (IP) networks and
ensures video content is stored securely within the IT infrastructure. It supports
established video formats including Windows Media, Flash and the MPEG-4/H.264
standard for Video on Demand (VOD) files. The Windows Media format is supported
for PC playback for live streams.
This type of platform provides the ability to: create and record video on a PC or
Apple computer using USB and embedded cameras, iPhone or other cameras; the
ability to edit recorded videos and upload flash files; user and content commenting;
support for audio transcript display and search; and non-linear access, search, tag
and index permission.
Cloud Collaboration
‘Cloud Collaboration’ is a communications infrastructure built for real-time, web‑based
communications, delivered as software as a service (SaaS). Designed to facilitate
large-scale, web-based meetings, a Cloud Collaboration can help create and
distribute many types of complex media throughout each session.
Cloud Collaborations should be designed with the highest reliability, availability
and scalability to meet user demand. They should include:
• intelligent routing based on location, bandwidth and availability, to ensure
the best performance
• load-balanced traffic at all times to ensure each session can scale to meet
demand, regardless of the number of attendees
• the ability to determine points of presence with the lowest latency, and offer the
best performance when each person joins, providing everyone with a high‑quality
audio, video and data experience
• seamless and transparent global backup for data, audio and video, to ensure
reliability throughout the session
• the ability to keep all session data secure at all times.
7 © 2011 Cisco and/or its affiliates. All rights reserved.
Video Conferencing
Video conferencing is primarily used for synchronous collaboration. It can extend
the reach of an educator beyond the school or the classroom by providing access
to remote content and resources.
As one of the first collaborative tools developed, video conferencing is often overlooked
and underutilised in modern learning environments. However, evolution of video
technology and increased access to high-speed broadband has increased its value.
There are several video conferencing options available to educational institutions.
Telepresence
The highest quality video option is Cisco TelePresence. Telepresence rooms in
campus lecture facilities can offer students a real-life video experience. They
require significant amounts of bandwidth but provide the most robust video‑based
collaborative environment.
Video Conference Systems
Single-unit telepresence units and dedicated video conference devices provide
the second highest level of video quality. Video conference systems can be easily
incorporated into classrooms. They are well suited for occasional usage and
multi‑point connections.
Desktop Video
Desktop video provided by Cisco WebEx and similar PC camera-driven applications
is the third-best video conference alternative. Desktop video is best used for
one‑to‑one collaboration where video augments and adds value but is not
essential to the experience.
IP-enabled Interactive Whiteboards
An IP-enabled interactive whiteboard lets individuals in remote locations collaborate
and share ideas as if they were in the same room, using a dry-erase whiteboard. An
individual is able to draw a concept or annotate over an existing file, and share it with
all meeting participants through a web conference. Depending on the solution used,
remote attendees are able to participate in the collaboration or view the results.
The ability to multicast lessons and expand reach beyond the physical campus can
be easily and affordably achieved through video shown on interactive whiteboards.
Pilots underway in public schools in the Australian state of Victoria are proving the
value of this innovation to education.
Internet-enabled Devices
Australia’s Digital Education Revolution placed significant emphasis on the distribution
of netbooks and laptop computers to support one-to-one learning objectives.
Australia is a leader in the deployment of these devices on a large scale. Today, many
schools are expanding this to include the use of tablet devices and smartphones in
classrooms. In the context of this white paper, most Internet-enabled mobile devices,
such as tablets and smartphones, could be used in much the same way as netbooks
and laptop computers for delivering video in classrooms.
8 © 2011 Cisco and/or its affiliates. All rights reserved.
Use Case Development
Process and Methodology
The use cases articulated in this white paper were prepared using research and
collaborative workshops with key stakeholders in the Victoria State Broadmeadows
School Regeneration Project (BSRP). The process, illustrated in Figure 1, involved:
• looking at early adopters around the world and how they use video in education
• review state and national initiatives, as well as initiatives already underway
in the Northern Metropolitan Region of Victoria
• working with DEECD school leadership teams during the BSRP, alongside
representatives from Victoria University, to prioritise use cases based on impact,
cost and ease of implementation
• working with leadership teams and representatives from Broadmeadows
and Victoria University to classify use cases against Charles Leadbeater’s
Innovation Grid.
Develop Candidate
Video Use Cases
• Conduct research to develop a
set of candidate use cases for
video in an educational setting
Validate Video
Use Cases
• Interview key stakeholders to
validate and refine the use
cases for video pedagogy
• Conduct interviews with
Northern Metropolitan Region
representatives
• Leverage Cisco international
education projects
• Leverage Cisco national
education projects
• Obtain input and feedback
from key School Network and
teacher representatives
• Leverage Cisco
knowledge database
• Conduct interviews with
Ideas Lab representatives
• Leverage Cisco team
• Leverage Broadmeadows
Schools initiatives
• Conduct interviews with
Victoria University Faculty
of Education representatives
• Leverage Ideas Lab initiatives
• Leverage Achievement
Improvement Zone initiatives
• Conduct workshops with
Cisco representatives
• Review Office of
Policy, Research and
Innovation initiatives
• Conduct interviews with
Office of Policy, Research
and Innovation representatives
• Conduct internet research
Figure 1: Use case development process.
9 © 2011 Cisco and/or its affiliates. All rights reserved.
Prioritise Video
Use Cases
• Prioritise video cases using
priortisation parameters:
• Impact
• Difficulty
• Cost
• Map use cases into the Charles
Leadbeater Innovation Grid
Use Case Classification
Each use case (instructional option) outlines a goal-oriented set of interactions that
describe a specific goal or task, using simple, technology-free terminology.
Multiple use cases are often required to define the scope of new video-based
technology projects. The stage of the project influences the level of detail required
in each use case.
The use cases for this white paper are documented using an adapted version
of Derek Coleman’s Use Case Template (Coleman, 1998). Table 1 defines the
information included in each use case.
Table 1:
Use case definition.
Item
Description
Use Case ID
Provides the unique identifier for the use case.
Use Case
Provides the unique use case name. The name suggests the use case’s business
purpose or goal. It is recommended that the name be an active phrase, written
in verb-noun format (e.g. ‘Withdraw cash’). The use case name should clearly
identify what the use case is about.
Reference
Source citation for the underlying theory, practice or area of thought used as a
basis for the use case.
Description
Provides further information on the main business purpose of the use case. Where
applicable, the description also provides more details on the use case, such as
examples of where the use case is being applied.
Priority
Classifies the use case’s priority in line with the feedback received from the
participating Broadmeadows schools’ leadership teams and Victoria University,
as well as subject matter experts.
Impact
Classifies the use case’s business impact in line with the feedback received from
the participating Broadmeadows schools’ leadership teams and Victoria University,
as well as subject matter experts.
Cost
Classifies the use case’s cost in line with the feedback received from the
participating Broadmeadows schools’ leadership teams and Victoria University,
as well as subject matter and technical experts.
Difficulty
Classifies the use case’s difficulty of implementation, in line with the feedback
received from the participating Broadmeadows schools’ leadership teams and
Victoria University, as well as subject matter and technical experts.
Leadbeater
Classifies the use case within Charles Leadbeater’s Innovation Grid, taking into
consideration feedback from the participating Broadmeadows schools’ leadership
teams and Victoria University, as well as subject matter experts.
Technology
Cross-references the forms of video technology that may be used to enable
the use case and achieve the use case’s business goals.
10 © 2011 Cisco and/or its affiliates. All rights reserved.
The Context of Innovation
In the report Learning from the Extremes, authors Charles Leadbeater and Annika
Wong outline four basic strategies that governments can pursue to meet the
challenges faced in 21st-century learning environments (see Figure 2).
Strategy one: improve schools through better facilities,
teachers and leadership
Sustaining innovation in formal learning environments, such as schools and colleges,
is the most familiar category for a majority of educators. The school improvement
agenda pursued by governments around the world – to get more children into better
schools, with better teachers, facilities and equipment – fits into this category.
Strategy two: supplement schools by working
with families and communities
Figure 2: Charles Leadbeater Innovation Grid.
This strategy requires innovation in informal learning environments – that is, outside
school, at home and in the community. This strategy currently attracts a growing
level of attention from policy makers. According to Leadbeater, family and community
exert a profound influence on attitudes to and capabilities for learning. In deprived
communities, children often have to overcome considerable social and emotional
barriers to learning, in addition to facing economic and material constraints.
Innovation in this strategy is focused on helping more children get the most out
of their schooling by working with families and parents.
Strategy three: reinvent schools to create an education
better suited to the times
This strategy features disruptive innovation in formal learning environments – the
mandate to reinvent schools. Reinvented schools might have teachers, assessments
and classes, but they are radically different from the traditional school in a number
of ways:
• they have personalised timetables
• assessments often do not involve traditional exams
• classes are organised by ability and interest rather than age
• there is more peer-to-peer teaching and learning.
According to Leadbeater, disaffection with school, evident in high dropout and
exam failure rates, suggests there is a growing demand for a different kind of
school experience – an experience that is more engaging, rewarding and relevant
to the skills people will need in the century to come. Governments and educational
entrepreneurs around the world are increasing their investment in this area to create
schools fit for the 21st century.
Strategy four: transform learning by making it available
in radically new ways
This strategy focuses on disruptive innovation in informal learning environments that are
alternatives to school. Learning is made available without a school structure, classroom,
teacher, timetable or exam. Very few systems have moved into transformation and as
such many of the strategies at play are primarily first steps toward this.
11 © 2011 Cisco and/or its affiliates. All rights reserved.
Alignment to the Innovation Grid
These video-based use cases are classified using Charles Leadbeater’s Innovation
Grid (see Figure 3) based on feedback collected from Broadmeadows school
principals and leadership teams, representatives from Victoria University, and
international subject matter experts.
Emphasis was placed on the identification of new approaches to using video as a
means of improving, re-inventing, and transforming formal education models. As the
focus was primarily on classroom-based practice, supplemental approaches that
support informal learning were not generally considered.
Figure 3: Alignment of use cases to Charles Leadbeater’s Innovation Grid.
12 © 2011 Cisco and/or its affiliates. All rights reserved.
Use Cases
VID-UC-01: Leverage Internet-based digital video to enhance self-directed learning
Use Case ID
VID-UC-01
Area
Student teaching and learning
Use Case
Leverage Internet-based digital video to enhance self-directed learning
Reference
Williams, Susan. 2009. The Impact of Collaborative, Scaffolded Learning in K-12
Schools: A Meta-Analysis, Metiri Group
Description
There is a considerable amount of self-directed digital video material. Much of this
material is freely available online.
Example
In Australia, many millions of dollars of Federal Government funding are used to
create multimedia resources for students’ use. These materials are developed by
The Le@rning Federation, which is managed by the Curriculum Corporation (now
Education Services Australia).
www.esa.edu.au
Multimedia Online Resource for Learning and Online Teaching (MERLOT), a
US‑based web portal, provides a searchable collection of peer-reviewed, higher
education, online learning materials including video materials created by registered
members. Educators and students from around the world share their materials on
this online multimedia database.
www.merlot.org
Priority
High
Impact
High
Cost
Medium
Difficulty
Low
Leadbeater
Reinvent
Technology
Internet-enabled Devices
13 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-02: Leverage educational video to support multimodal learning
Use Case ID
VID-UC-02
Area
Student teaching and learning
Use Case
Leverage educational video to support multimodal learning
Reference
Lemke, Cheryl, Ed Coughlin, and Daren Reifsneider, (2009), Technology in Schools
– What the Research Says, Metiri Group
Lemke, Cheryl, (2008). Multimodal Learning Through Media: What the Research
Says, Metiri Group
Description
Although this field is still evolving, researchers have shown that significant
increases in learning can be accomplished through the informed use of visual and
verbal multimodal learning.
A sound body of research shows that when video programs are designed to fit
the cognitive demands of specific ages, children can benefit from viewing and
interacting with these educational videos.
Watching videos was once thought to be a passive process, however, cognitive
research has shown that viewers observe, interpret and coordinate information
while viewing, and create their own personal judgment of what is being
communicated.
On average, students engaged in learning delivered in multimodal formats
outperform students who learn using traditional methods with single modes.
Example
The cross-curricular and multi-modal “Murder Under The Microscope” is an online
education resource based in game format. It links students on a peer-to-peer,
student-teacher, and student-expert basis to solve an ecological mystery. No one
area of domain expertise is sufficient to solve the puzzle and as such students
must collaborate to properly answer the puzzle over a six week period. This project
typically involves more than 1,000 teams and more than 20,000 students. It is
organised by the New South Wales Department of Education and Communities.
www.microscope.edu.au
Priority
High
Impact
High
Cost
Medium
Difficulty
Medium
Leadbeater
Transform
Technology
Internet-enabled Devices
14 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-03: Conduct virtual field trips
Use Case ID
VID-UC-03
Area
Student teaching and learning
Use Case
Conduct virtual field trips
Reference
Lewman, Ginger, (2009), 5 Ways Classrooms Can Use Video Conferencing,
Turning Point Learning Centre
AT&T, (2008), Videoconferencing for Learning, 1 Nov 2007
Global Leap, Case Study 31, 27 June 2004, (21 May 2008)
Description
Video is a powerful medium for giving students unparalleled access to places they
can only dream of visiting.
Leading cultural and scientific organisations are using video and the network to
expand their reach to students and teachers outside their geographic catchment
areas. Increasingly, both synchronous and asynchronous video based educational
services are being offered.
Example
CSIRO has a broad range of online resources to assist teachers in connecting
to their discovery centres and scientific objectives. An example is Wildflowers in
the Sky Astronomy for Mid West Schools launched by CSIRO to support better
understanding of astronomy and connection to future research projects like the
Square Kilometre Array (SKA). This project allows students from a variety of
schools to the Australia Telescope National Facility and remotely control it.
http://outreach.atnf.csiro.au/education/wildflowers
Priority
Medium
Impact
Medium
Cost
Medium
Difficulty
Medium
Leadbeater
Transform
Technology
Cloud Collaboration
15 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-04: Connect with experts worldwide
Use Case ID
VID-UC-04
Area
Student teaching and learning
Use Case
Connect with experts worldwide
Reference
Lewman, Ginger, (2009), 5 Ways Classrooms Can Use Video Conferencing,
Turning Point Learning Centre
Description
Use video conferencing to allow students to talk to experts worldwide,
face‑to‑face and in real-time. This helps students develop essential
communication skills and an awareness of global issues.
Schools can request programs from subject matter experts on certain area of
study. Content providers could be individuals, museums, not-for-profit agencies
or learning centres.
Example
In the United States, the Smithsonian is expanding its reach by offering online
conferences that utilise its vast collection of artefacts and experts to explore issues
as diverse as climate change, Abraham Lincoln and the Apollo Space Program.
http://smithsonianeducation.org/educators/events/online_events.html
Priority
High
Impact
High
Cost
Medium
Difficulty
Medium
Leadbeater
Transform
Technology
Cloud Collaboration
16 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-05: Bring a guest speaker to the classroom virtually
Use Case ID
VID-UC-05
Area
Student teaching and learning
Use Case
Bring a guest speaker to the classroom virtually
Young, Clive, (2006), Top ten uses of video in education, VideoAktiv
Description
Use video to support the core curriculum by bringing an expert guest speaker
into the classroom.
The aim of this use case is to contextualise learning through the knowledge
and insights of a practitioner or expert, and to present an alternative viewpoint.
Example
Multimedia Online Resource for Learning and Online Teaching (MERLOT), a
US‑based web portal, provides a searchable collection of peer-reviewed, higher
education, online learning materials including video materials created by registered
members. Educators and students from around the world share their materials on
this online multimedia database.
As part of their offering, they provide a Virtual Speakers Bureau. The Bureau
provides ‘guest experts’ who can be brought into the class via video to help engage
students. The Bureau also provides tips for hosting these types of presentations.
www.merlot.org
http://taste.merlot.org/invitingtoVSB.html
Priority
High
Impact
High
Cost
Medium
Difficulty
Medium
Leadbeater
Improve
Technology
Cloud Collaboration
17 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-06: Leverage video to support the core curriculum
Use Case ID
VID-UC-06
Area
Student teaching and learning
Use Case
Leverage video to support the core curriculum
Reference
LaFetra, Bruce, (2005), Video Use in Education: Best Practices for Success in the
Classroom, Rubicon Consulting, Inc.
Cisco Systems, (2008) Success Story: Multimedia Assignment Motivates Student
to Succeed
Description
According to research, children are culturally more attuned to moving images
than static images and text. Video is a natural medium for them.
Example
Using video based projects can demonstrate how technology can be used to
support project-based, multidisciplinary learning. The technology can connect
with core learning objects in various domains such as history, language arts,
art, and music and provide a new medium for students to organise and present
the information using video as the medium and demonstrating competency in
communication technology skills.
http://wwwin.cisco.com/corpaffairs/socioeconomic/docs/
globalEdSSmultimediaAssignment.pdf
Priority
High
Impact
High
Cost
Low
Difficulty
Medium
Leadbeater
Reinvent
Technology
Cloud Collaboration
Video Collaboration Platform
18 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-07: Work collaboratively with classrooms worldwide
Use Case ID
VID-UC-07
Area
Student teaching and learning
Use Case
Work collaboratively with classrooms worldwide
Reference
Lewman, Ginger, (2009), 5 Ways Classrooms Can Use Video Conferencing,
Turning Point Learning Centre
Ray, Kecia and Jan Zanetis, Employability Skills and Distance Learning: Michigan
Students Come to Ohio, Interactive Videoconferencing: K-12 Lessons That Work
Global Leap, Case Study 15 June 27, 2004, (May 21, 2008)
Description
Leverage video conferencing to enable students in a classroom to connect with
a classroom in another part of the world, and work together on a collaborative
activity. While in the past collaborative activities might be limited to one classroom
or one school, video conferencing allows students in schools around the world to
work together on relevant issues.
Collaborative activities typically work toward a practical or real-world goal while
helping students develop organisational, collaborative and leadership skills. In
many circumstance individuals will learn more effectively through co-operative or
collaborative group activity.
Example
The Centre for Interactive Learning and Collaboration provides a wide‑range
of resources to support collaborative activities, both for educators and
students. Topics range from ‘Impact and Challenges of Rural Water Pollution’
to ‘Transportation of the Future’.
www.cilc.org
Priority
High
Impact
High
Cost
Low
Difficulty
Medium
Leadbeater
Transform
Technology
Cloud Collaboration
19 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-08: Encourage worldwide discussion
Use Case ID
VID-UC-08
Area
Student teaching and learning
Use Case
Encourage worldwide discussion
Reference
Coventry, Lynne, (2008), Video Conferencing in Higher Education, Institute for
Computer Based Learning
Description
Learning is both a cognitive (individual) and a social activity. Discussion is
fundamental to education. The need to support deep learning through tutorial and
peer-group discussion is paramount.
The challenge is to devise ways of using technology to support dialogue, beyond
the provision of a direct channel of communication between tutors and learners.
The aim is to examine the potential of communication between learners and
encourage them to support each other.
Example
The Australia Korea Connexion Program, sponsored by the University of New
England in NSW, Australia is an example of this how video helps promote second
language instruction and cross-cultural awareness. Through this program, schools
are paired and use video based technology to support peer-to-peer based
learning models.
http://www.une.edu.au/austkoreaconnexion/
Priority
High
Impact
High
Cost
Medium
Difficulty
Medium
Leadbeater
Transform
Technology
Cloud Collaboration
20 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-09: Generate student interest and engagement, and assess understanding
Use Case ID
VID-UC-09
Area
Student teaching and learning
Use Case
Generate student interest and engagement, and assess understanding
Reference
Cisco Systems, (2009), Case Study: Mississippi Math Teacher Uses Technology
to Engage Students and Improve Performance
Description
Use video recording to allow students to record and edit on-demand videos
(or vodcasts), and upload them for online viewing and sharing.
This approach extends learning beyond the classroom and allows students
to review problems and obtain help outside regular school hours.
Example
During Cisco’s work on the 21S initiative in Mississippi, this approach was taken
by a math teacher, and has led to a remarkable increase in student engagement
and performance.
Students use video recording technology to create videos that explain how to solve
particular maths problems. They publish these videos on a website, which can be
accessed from any Internet connection, where other students are able to view
the videos and comment.
This approach proved to be very popular with the students, who produced so many
vodcasts on their home computers that student leaders were assigned to manage
the large number of vodcasts being submitted.
www.cisco.com/web/about/citizenship/socio-economic/docs/SS_MS_Technology.pdf
Priority
High
Impact
High
Cost
Medium
Difficulty
Medium
Leadbeater
Reinvent
Technology
Video Collaboration Platform
21 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-10: Encourage cross-curricular projects
Use Case ID
VID-UC-10
Area
Student teaching and learning
Use Case
Encourage cross-curricular projects
Reference
LaFetra, Bruce, (2005), Video Use In Education – Best Practices for Success
in the Classroom, Rubicon Consulting, Inc.
Description
Video offers a great vehicle for cross-curricular collaboration between teachers,
departments and students. Cross-curricular videos build alliances among
departments that otherwise would be vying for the same funds.
Example
New York City’s iSchool is moving to challenge based learning modules that often
use multi-media to address inter-disciplinary curriculum needs.
An example is a component which addresses the topical issue of hydrofracking and
aligns to NY State Standards for biology and government Through the course of
their study, students are required to explore the science behind hydrofracking and
then weigh its pros and cons using economic, global, and environmental lenses
to develop multi-media projects to improve public awareness. These are then
uploaded and stored online ( www.thinkbeforeyoufrack.org), and include a variety
of digital artefacts including songs, videos, and social media campaign links.
www.nycischool.org
Priority
High
Impact
High
Cost
Medium
Difficulty
Medium
Leadbeater
Improve
Technology
Cloud Collaboration
22 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-11: Support discovery learning
Use Case ID
VID-UC-11
Area
Student teaching and learning
Use Case
Support discovery learning
Reference
Coventry, Lynne, (2008), Video Conferencing in Higher Education, Institute for
Computer Based Learning
Description
Discovery learning is an inquiry-based, constructivist learning theory that takes
place in problem-solving situations where the learner draws on his or her own
interests, experience and existing knowledge to new discover facts and skills.
Students interact with the world by exploring and manipulating objects, wrestling
with questions and controversies, or performing experiments. As a result, students
may be more likely to remember concepts and knowledge discovered on their own
(in contrast to a transmissionist or objectivist model).
Models that are based on a discovery learning model include: guided discovery,
problem-based learning, simulation-based learning, case-based learning and
incidental learning.
Proponents of this theory, as advanced by Jerome Bruner, believe that discovery
learning has many advantages, including: encouraging active engagement; promoting
motivation; promoting autonomy, responsibility and independence; developing
creativity and problem-solving skills; and creating a tailored learning experience.
Example
The Powerhouse Museum in Sydney, New South Wales, Australia has created a
new online resource that allows students to explore applied scientific ideas in the
area of engineering, robotics, and astrobiology by allowing them to plan, participate
and undertake experiments using a simulated Mars Rover and Martian landscape.
The program allows students to connect with scientists directly using telepresence
technology to discuss their projects and builds a practical understanding of how
scientific theory is developed and applied.
www.powerhousemuseum.com/pathwaystospace
Priority
High
Impact
High
Cost
Medium
Difficulty
Medium
Leadbeater
Transform
Technology
Cloud Collaboration
23 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-12: Use pre-recorded classes to overcome teacher shortages
Use Case ID
VID-UC-12
Area
Student teaching and learning
Use Case
Use pre-recorded classes to overcome teacher shortages
References
House of Representatives Standing Committee on Education and Training, (2007),
Top of the class, The Parliament of the Commonwealth of Australia
Department of Education and Training, Western Australia. (2006). Literacy and
Numeracy Review, Final Report
Organisation for Economic Co-operation and Development (OECD), (2002),
Teacher Demand and Supply: Improving Teacher Quality and Addressing
Teacher Shortages, Paris, OECD
United Nations Educational, Scientific and Cultural Organisation (UNESCO), (2005),
Worldwide Shortage of Teachers, Education For All by 2015
Description
Use pre-recorded video classes to address teacher shortages, particularly in the
key fields of science, maths and literacy.
Example
Podcasting is an increasingly popular means of connecting to students. With more
than 800 universities now using itunes-U and organisations as diverse as the
Museum of Modern Art and UNESCO providing content, it is a popular method of
supplementing on-campus learning.
Video-based modules are also growing in popularity with large online repositories
being established by practitioner-based and commercial sites. Teachertube has
been in place since 2007 and provides a free, peer-based content sharing portal
for teachers to post lessons and resources.
www.teachertube.com
Priority
Low
Impact
Low
Cost
Low
Difficulty
Medium
Leadbeater
Reinvent
Technology
Video Collaboration Platform
24 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-13: Leverage video to address the biggest educational problems
Use Case ID
VID–UC-13
Area
Student teaching and learning
Use Case
Leverage video to address challenges with at-risk and marginalised students
Reference
LaFetra, Bruce, (2005), Video Use In Education – Best Practices for Success in
the Classroom, Rubicon Consulting, Inc.
Description
Video is not just for top students. Students with learning impediments or behaviour
problems are often more engaged by video-based education. As such, the use of
video to address lower performing or educationally at-risk children is an area of
practical interest for many teachers.
Example
In Ontario, Canada, a teacher-based portal has been set up to look at best
practices in using video and Web 2.0 technologies to engage at-risk students.
The project is supported by the Ontario Ministry of Education and the Ontario
Teacher’s Federation but is managed by a project team of active teachers. The
portal looks at practical classroom strategies to help improve literacy and numeracy
outcomes in at-risk students in grades 9 through 12.
The project is based on the premise that by using technology students are more
comfortable with, and new learning models, that students will be more engaged
in the learning process and will achieve better outcomes.
www.engagestudents.ca
Priority
High
Impact
High
Cost
Medium
Difficulty
Medium
Leadbeater
Reinvent
Technology
Cloud Collaboration
25 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-14: Provide instructions for a practical activity
Use Case ID
VID-UC-14
Area
Student teaching and learning
Use Case
Provide instructions for a practical activity
Reference
Young, Clive, (2006), Top ten uses of video in education, VideoAktiv
Description
Demonstrate the process, procedures and different stages of doing something
concrete by creating an instructional ‘how to’ video. Alternatively, demonstrate by
showing experts and apprentices in practice.
Instructional video has a long history in education. A major advantage of the digital
format is that a linear narrative is no longer necessary. Users can choose from a
menu of sequences depending on level and need.
Example
The best examples such as the BBC’s Good Shooting Guide (2005) combine
animated screen shots, talking heads and archive material (such as case studies)
to produce an attractive, engaging and interactive experience for learners.
www.bbcacademy.com
Priority
Medium
Impact
Medium
Cost
Medium
Difficulty
Medium
Leadbeater
Reinvent
Technology
Video Collaboration Platform
26 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-15: Create content for an educational video blog (vlog)
Use Case ID
VID-UC-15
Area
Student teaching and learning
Use Case
Create content for an educational video blog (vlog)
Reference
Young, Clive, (2006), Top ten uses of video in education, VideoAktiv
Educause Learning Initiative, (2005), 7 Things You Should Know About Videoblogging
Halavais, Alex, (2006), Blogs for Learning, Michigan State University
Description
Educational blogs – where the subject (learner or teacher) records their thoughts
and actions – are prolific. These blogs can be significantly enhanced through the
addition of video.
The success of vlogs relies on informal personal reflection and video mark-up tools
to capture tone, humour and spontaneity. The author can appear on their own, for
example in a video diary entry, or be prompted by someone off-camera.
Often these blog and vlogs are a combination of video and text-based resources
and are increasingly popular for ensuring sharing of best practice in the
education community.
Example
The development of online communities of practice and affinity sites for teachers
and other educational practitioners is increasingly common. A good example of this
is the community‑based site GETideas.org which brings together academics and
practitioners to discuss 21st Century learning approaches.
www.getideas.org
One early limitation of using blogs and vlogs has been the inconsistent format and
challenges with meta-tagging for reference. New analytic tools, like Pulse, which
has been developed by the IdeasLAB, in Melbourne, Australia helps solve this
problem by providing tools for teachers to track, access and understand what is
being developed by students across the Internet.
www.ideaslab.edu.au/design-lab/pulse
Priority
Medium
Impact
Medium
Cost
Low
Difficulty
Low
Leadbeater
Reinvent
Technology
Video Collaboration Platform
27 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-16: Provide a real-life context through role-playing
Use Case ID
VID-UC-16
Area
Student teaching and learning
Use Case
Provide a real-life context through role-playing
Reference
Young, Clive, (2006), Top ten uses of video in education, VideoAktiv
West and Donald, (2006), Multilayered simulation of a social work case study,
Clydetown
Description
Use video to engage in a role-playing situation in the form of a case study where
the students can experiment with different responses and behaviours.
By analysing these behaviours, students can gain a greater insight into the issues
at stake. Video can provide a ‘real-life’ context, and/or emotional impact. The use
of video has been demonstrated to add an authentic voice to the subject matter
being examined.
Example
Bullying and behavioural issues are troubling aspects of today’s classroom and
school environment. Helping students recognise and deal with these types of
emotionally difficult incidents can be aided by using video and examples and
structured role-playing in the classroom.
The teacher-designed internet4classrooms portal has multi-grade resources
available that highlight how to incorporate this type of ‘character education’
initiative into classroom practice.
www.internet4classrooms.com/character_ed.htm
Priority
High
Impact
High
Cost
Low
Difficulty
Low
Leadbeater
Transform
Technology
Cloud Collaboration
28 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-17: Use live events in situ
Use Case ID
VID–UC-17
Area
Student teaching and learning
Use Case
Use live events in situ
Reference
Young, Clive, (2006), Top ten uses of video in education, VideoAktiv
Description
Use video to capture activities or events that cannot be physically brought into the
classroom. This could apply to outdoor events such as school excursions.
Video can provide access to events in which it is difficult for large groups of
students to participate, such as clinical events and industrial environments.
Real-life events can be observed, interpreted and discussed. Access to external
experiences can provide opportunities for contextualisation and knowledge transfer.
Example
On 20 April 2010 the Deepwater Horizon offshore oil platform exploded in the Gulf
of Mexico. It is estimated to have released 53,000 barrels of oil a day into the Gulf
before it was capped on 15 July 2010. For more than two months of that time, live
video coverage of the leak was available in real time.
Several agencies used the disaster as a current affairs learning opportunity and
provided resources to support teachers in explaining the leak and exploring the
consequences. Among these were the US National Oceanic and Atmospheric
Association which provided learning resources and guides on its site.
Similar news organisations such as the New York Times provided resource guides
and classroom activity guides to augment the coverage.
http://response.restoration.noaa.gov/index.php
http://learning.blogs.nytimes.com/2010/05/05/the-drill-on-the-spill-learningabout-the-gulf-oil-leak-in-the-lab/
Priority
High
Impact
High
Cost
Medium
Difficulty
Medium
Leadbeater
Reinvent
Technology
Video Collaboration Platform
29 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-18: Leverage digital video for in situ professional development
Use Case ID
VID-UC-18
Area
Teacher professional development
Use Case
Leverage Internet digital video material for teachers’ ongoing professional development
Reference
Moyle, Kathryn, (2007), Can video with professional conversations improve
teacher education?, University of Canberra
Description
There is a considerable amount of self-directed digital video material for ongoing
professional development. Much of this material is freely available on the Internet.
Example
The Lamar County School District in southern Mississippi is a small, forward‑thinking
district that had purchased a substantial amount of technology. However, teachers
did not know how to use it and administrators were not sure how to guide them,
so students were not getting the full benefit of the investment.
Lamar’s professional development program was designed with one primary goal in
mind: “We want to empower all students to become passionate, lifelong learners
and enable them to create their own futures and contribute cooperatively to a
diverse and changing world,” explains Dr. Ben Burnett, superintendent of the
Lamar County School District. So the challenge was to help teachers integrate
technology into the pedagogy and curriculum in a way that engages students
in the learning process.
http://www.cisco.com/web/about/citizenship/socio-economic/docs/PD_CS-R1.pdf
Priority
Medium
Impact
Medium
Cost
Medium
Difficulty
Low
Leadbeater
Improve
Technology
Video Collaboration Platform
30 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-19: Leverage video data of exemplary practice
Use Case ID
VID-UC-19
Area
Teacher professional development
Use Case
Leverage video data of exemplary practice.
Reference
Moyle, Kathryn, (2007), Can video with professional conversations improve
teacher education?, University of Canberra
Description
Use video of exemplary teaching practitioners to gain an understanding of what
exemplary teaching ‘looks like’. This video can also be used to help teachers
reflect on their own practices and beliefs on what constitutes high-quality
educational practices.
Example
In New Zealand there is a focus on video case studies to highlight exemplary
pedagogy. The New Zealand Ministry of Education includes ‘digital stories’ as part
of its professional learning websites: TKI – Online Learning Website and Leadspace,
the online learning space supporting school leaders in New Zealand.
www.tki.org.nz
Priority
High
Impact
High
Cost
Medium
Difficulty
Low
Leadbeater
Improve
Technology
Video Collaboration Platform
31 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-20: Attend professional development classes remotely
Use Case ID
VID-UC-20
Area
Teacher professional development
Use Case
Attend professional development classes remotely
Reference
Cisco Systems, (2008), Comprehensive Professional Development Program
Spurs Integration of Technology into Curriculum
Description
Use video to enable teachers to remotely attend classes given by
exemplary practitioners.
Example
The Achievement Improvement Zone is an initiative of the Department of Education
and Early Childhood Development in Victoria, Australia. The Zone provides
a collaborative environment for teachers to work with experts in developing
strategies and skills to improve student outcomes. These online learning modules
ensure timely, relevant, and engaging sessions to help teachers develop practical
new strategies to improve outcomes.
www.aiz.vic.edu.au
Priority
High
Impact
Medium
Cost
Medium
Difficulty
Low
Leadbeater
Improve
Technology
Cloud Collaboration
32 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-21: Facilitate multi-point conversations
Use Case ID
VID-UC-21
Area
Teacher professional development
Use Case
Facilitate conversations between school leaders and teachers from different schools
Reference
Moyle, Kathryn, (2007), Can video with professional conversations improve
teacher education?, University of Canberra
Description
Use video conferencing to facilitate conversations between school leaders and
teaches from different schools to foster analysis and reflection of what constitutes
‘good teaching’.
This can also be used to give teachers the opportunity to discuss issues and
facilitate the development of multiple perspectives on the processes of teaching
and learning.
Meaningful professional conversations offer opportunities for critical examination
of practice and thoughtful investigation of theoretical models about pedagogy.
Example
Harvard University’s Wide World project focuses on teaching for understanding and
uses an online and collaborative environment to develop networks of teachers as
peer-coaches for professional development. To date, more than 6,000 teachers
and administrators have participated in the program.
https://learnweb.harvard.edu/wide/
Priority
Medium
Impact
High
Cost
Low
Difficulty
Low
Leadbeater
Improve
Technology
Cloud Collaboration
Video Conferencing
33 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-22: Provide pre-service teachers with examples of exemplary practice
Use Case ID
VID-UC-22
Area
Teacher Professional Development
Use Case
Provide teachers with examples of exemplary practice
Reference
Moyle, Kathryn, (2007), Can video with professional conversations improve
teacher education?, University of Canberra
Description
Video case studies, when used in conjunction with professional conversations,
present structured opportunities for teachers to develop their understanding of
what exemplary teaching ‘looks like’, and to reflect on their own practices and
beliefs about what constitutes a high-quality educational practice.
Example
FUSE is an online portal sponsored by the Department of Education and Early
Childhood Development in Victoria, Australia. The portal contains numerous
resources for teachers to examine best practice. One of the more innovative tools
is the ePotential tool. It allows teachers to look at how to better use technology
to impact and improve their professional practice.
http://epotential.education.vic.gov.au
Priority
High
Impact
High
Cost
Medium
Difficulty
Low
Leadbeater
Improve
Technology
Cloud Collaboration
Video Conferencing
34 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-23: Mentor pre-service teachers along professional development path
Use Case ID
VID-UC-23
Area
Pre-service teacher education
Use Case
Facilitate conversations between pre-service teachers along their professional
development path
Reference
Moyle, Kathryn, (2007), Can video with professional conversations improve
teacher education?, University of Canberra
Description
Use video conferencing to facilitate conversations between pre-service teachers,
new teachers, school leaders and teacher educators to foster analysis and
reflection of what constitutes ‘good teaching’.
This can also provide pre-service teachers with the opportunity to discuss issues
with new teachers, school leaders and teacher educators and facilitate the
development of multiple perspectives on the processes of teaching and learning.
Meaningful professional conversations between pre-service teachers, lecturers
and supervising teachers offer opportunities for critical examination of practice
and thoughtful investigation of theoretical models about pedagogy.
Example
To deal with shortages of maths and science teachers in the US state of Hawaii,
the US Department of Education sponsored a comprehensive wrap‑around program
called Connecting to Teaching Careers with the University of Hawaii. The program is
multi-modal in delivery and used a variety of high- and low‑bandwidth applications
to develop a continuum of practice that guides pre‑service teachers through the
recruitment, preparation and induction phases. Collaborative technology is used
to support peer-mentoring and video exemplars of best practice help prepare
teachers for classroom practice.
www.hawaii.edu/coe/leialoha
Priority
High
Impact
High
Cost
Medium
Difficulty
Medium
Leadbeater
Improve
Technology
Video Conferencing
35 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-24: Use as tool for critical analysis personal practice
Use Case ID
VID-UC-24
Area
Pre-service teacher education
Use Case
Guide pre-service teachers in the critical analysis of teaching and learning
Reference
Moyle, Kathryn, (2007), Can video with professional conversations improve
teacher education?, University of Canberra
Description
Use video case studies to teach pre-service teachers how to analyse video data
on the processes of teaching, and critically examine the links between curriculum,
teaching and learning, assessment, and reporting.
Example
The Centre for Children and Technology (www.cct.edc.org) in New York City has
compiled a report for the US National Science Foundation which looks at the use of
Video Interactions for Teaching and Learning (VITAL): A Learning Environment for
Courses in Early Childhood Mathematics Education.
Its goal was to determine is the use of video to capture best-practice in early
childhood learning of complex issues could improve learning outcomes for students
under eight years of age.
The project was based at Columbia University and ran from 2004 to 2009. The
project used both self-assessment and video‑based repositories of best‑use
as means to assist teachers in expanding their practice – using observation,
assessment, and interpretation of student learning. The survey showed positive
improvement in assisting with the cognitive development in understanding maths
and is a good research‑based example of emerging best practice.
http://cct.edc.org/project_detail.asp?id=3037
Priority
High
Impact
High
Cost
Medium
Difficulty
Low
Leadbeater
Improve
Technology
Video Collaboration Platform
36 © 2011 Cisco and/or its affiliates. All rights reserved.
VID-UC-25: Broadcast school announcements
Use Case ID
VID-UC-25
Area
School
Use Case
Broadcast school announcements
Reference
LaFetra, Bruce, (2005), Video Use In Education – Best Practices for Success
in the Classroom, Rubicon Consulting, Inc.
Description
Use video to broadcast school announcements
Example
School announcements, notifications and other general access information can be
readily provided using video. Integrated approaches ensure high quality, reliable,
and effective messaging that supports emergency response or simply campus
communication at one location or across multiple buildings.
www.cisco.com/en/US/solutions/collateral/ns813/lone_star_college.html
Priority
Medium
Impact
Medium
Cost
Medium
Difficulty
Medium
Leadbeater
Improve
Technology
Video Collaboration Platform
37 © 2011 Cisco and/or its affiliates. All rights reserved.
End Notes
Bibliography
1. Moyle, Kathryn, (2007), Can video with professional conversations improve
teacher education?, University of Canberra
2. House of Representatives Standing Committee on Education and Training,
(2007), Top of the class, The Parliament of the Commonwealth of Australia
3. Department of Education and Training Western Australia, (2006), Literacy and
Numeracy Review, Final Report
4. Organisation for Economic Co-operation and Development (OECD), (2002),
Teacher Demand and Supply: Improving Teacher Quality and Addressing
Teacher Shortages, Paris, OECD
5. United Nations Educational, Scientific and Cultural Organisation (UNESCO),
(2005), Worldwide Shortage of Teachers, Education For All by 2015
6. Risko, V, (1991), Videodisc-based case methodology: A design for enhancing
pre-service teachers’ problem-solving abilities
7. Brophy, J. (Ed.), (2004), Using video in teacher education, The Netherlands: Elsevier
8. Hollingworth, H, (2006), Learning about teaching – using video, Professional
educator, Vol. 5, No. 2
9. Lewman, Ginger, (2009), 5 Ways Classrooms Can Use Video Conferencing,
Turning Point Learning Centre,
http://mashable.com/2010/04/21/classroom-video-conferencing/
10.Coventry, Lynne, (May 15, 2008), Video Conferencing in Higher Education,
Institute for Computer Based Learning,
http://www.agocg.ac.uk/reports/mmedia/video3/video3.pdf
11.LaFetra, Bruce, (2005), Video Use In Education – Best Practices for Success in
the Classroom, Rubicon Consulting, Inc.
12.Young, Clive, (2006), Top ten uses of video in education, VideoAktiv
13.West and Donald, (2006), Multilayered simulation of a social work case
study, Clydetown
14.Cisco Systems, Cisco Blueprint for 21st Century Schools,
http://www.21cschools.org/
15.Harvard Graduate Schools, WIDE World – Harvard Graduate School of Education,
Online learning programs for professional development and using technology
in classrooms, http://wideworld.pz.harvard.edu
16.Lemke, Cheryl, Ed Coughlin, and Daren Reifsneider, (2009), Technology in
Schools – What the Research Says, Metiri Group, http://www.metiri.com/
PDFs/2009_technology__in_schools_what_research__says.pdf
17.Metiri Group, (2008), Multimodal Learning Through Media: What the Research
Says, http://www.cisco.com/web/strategy/docs/education/Multimodal-LearningThrough-Media.pdf
38 © 2011 Cisco and/or its affiliates. All rights reserved.
18.Cisco Systems, Connecting Sichuan, http://www.cisco.com/web/about/
citizenship/socio-economic/specialprograms/docs/CSreportY2Eng.pdf
19.Cisco Systems, Mississippi Math Teacher Uses Technology to Engage Students
and Improve Performance, http://www.cisco.com/web/about/citizenship/socioeconomic/docs/SS_MS_Technology.pdf
20.MCEETYA ICT, (2008), Digital Education, Making Change Happen
21.AT&T, Videoconferencing for Learning, Nov. 1, 2007, (May 15, 2008),
http://www.kn.pacbell.com/wired/vidconf/vidconf.html
22.Global Leap, Case Study 31, June 27, 2004, (May 21, 2008), http://www.
global-leap.com/casestudies/book/lentrise.htm?section=7_1&id=3029.
23.Global Leap, Case Study 15, June 27, 2004, (May 21, 2008), http://www.
global-leap.com/casestudies/book/monkseaton1.htm?section=7_1&id=1157.
24.Schuck and Kearney study, (2004), Students in the Director’s Seat: Teaching
and learning across the school curriculum with student-generated video
25.Global Leap, June 27, 2004, (May 15, 2008), Videoconferencing in the
Classroom: Communications Technology across the Curriculum,
http://www.global-leap.com/casestudies/book/index.htm
26.Greenberg, Alan, (2006), Taking the wraps off videoconferencing in the
US classroom, http://www.wrplatinum.com/Downloads/5912.asp
27.New South Wales Department of Education and Communities, Connected
Classroom Program,
https://www.det.nsw.edu.au/strat_direction/schools/ccp/aboutccp/index.htm
28.Victoria Department of Education and Early Childhood Development, (2010),
A Reflection on the Broadmeadows School Regeneration Project, 2006‑2009,
http://www.ourbroadmeadows.vic.edu.au/ebook/
29.Ideas Lab, (2010), Transformation Index: Northern Metropolitan Region Report
30.Victorian Government, The Blueprint for Early Childhood Development
and Education
31.Charles Leadbeater and Annika Wong, Learning from the extremes,
http://www.cisco.com/web/about/citizenship/socio-economic/docs/
LearningfromExtremes_WhitePaper.pdf
32.Educause Learning Initiative, (2005), 7 Things You Should Know
About Videoblogging
33.Halavais, Alex, (2006), Blogs for Learning, Michigan State University
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