YouTubeGreen Screen in the

Classroom

Presented byMason McDanielTech Facilitator

Millbrook Elementary SChool

• “For YouTube we have strict rules on what’s allowed, and a system that enables anyone who sees inappropriate content to report it to our 24/7 review team and have it dealt with promptly.

• We educate our community on the rules and include a direct link from every YouTube page to make this process as easy as possible for our users.

• From You Tube

• Given the volume of content uploaded on our site, we think this is by far the most effective way to make sure that the tiny minority of videos that break the rules come down quickly.”

• This is the dichotomy for Google – they have to ensure that the 20 hours of content uploaded every minute of every day is appropriate and does not breach their terms of services whilst at the same time recognizing that the more salacious the video the more hits it will receive and so drive revenues.

• http://www.bloxx.com/assets/downloads/bloxx_whitepaper_media_filter.pdf (09)

• Kids love YouTube and if used so students can watch it monitoring them at all times is necessary, due to the inappropriate videos kids just seems to find.

YouTube can have both positive and negative effects.

“Herding a class of students down to the computer lab to watch a few catchy videos has no more learning benefit than turning a class of students onto the Internet for a half hour of random surfing.” (Dyck, 2007)

• The power of YouTube only is activated when the teacher has a clear idea of how a specific video clip can be used to introduce a concept or theme, instigate a discussion, or serve as a writing prompt. (ibid)

Video learning shouldn't be passive.

• 1. SEGEMENT - allow your students to watch the video in short segments

• 2. NOTES - videos are ideal for developing note-taking skills. Take notes on the first viewing, then rewind,

• replay and check them. This can be done individually or collectively as a class discussion / brainstorming session.

• 3. PAUSE - Use the "pause" feature to temporarily stop the tape and allow your students to try to predict/recall what will happen next.

• 4. SOUND OFF - for video sequences that rely on visuals, turn the sound off and narrate. This technique works especially well for listing the steps of a process.

• 6. PICTURE OFF - use the audio clues to describe what is on screen. Compare and contrast the predictions with the actual video.

• 7. INTEGRATE the video into the overall learning experience by adding an experimental component to the lesson. Activities can be done prior to viewing; to set the stage, review, provide background information, identify new vocabulary words, or to introduce the topic. The activity can be done after viewing to reinforce, apply, or extend the information conveyed by the program. Often the video can serve as an introduction or motivator for the hands-on activity to come.

• 8. CUT – use online video editors to capture the concepts that are most relevant for your lesson topic. It is often unnecessary and time-consuming to screen a program in

• its entirety. When previewing a program, look for segments particularly relevant or useful to the lesson or activity planned.

• 9. FOCUS - give students a specific responsibility while viewing. Introduce the video with a question, things to look for, unfamiliar vocabulary, or an activity that will make the program's content more clear or meaningful. By charging students with specific viewing responsibilities, teachers can keep students "on task" and direct the learning experience to the lesson's objectives. Be sure and follow-up during and after viewing the tape.

• 10. AFTER - when students have viewed the video consider; what interested them? What didn't they understand? How can you relate the program to their experiences and feelings? Ask the students to add comments / blog on the video. How can you validate and appreciate diverse reactions to the material?

• (Duffy, 2008) www.ejel.org/issue/download.html?idArticle=64

YouTube Lessons should:

• Be aligned with expected learning or performance outcome;

• Reduce cognitive load;• Exclude superficial text or graphics;• Be appropriate for target learner’s learning

literacyClark and Mayer (2002)

YouTube is…

• Inspirational• Multimedia access to students• Make more global connections• Customizable Videos• Formative Assessments

• (Barseghian, 2011)

Best Practices

Use YouTube clips to:• Catch up absent students• Intro or finalize a lesson• Heighten awareness of topic depth• Use for AIG students to allow for diversity in

their learning.

Be aware YouTube might…

• Not work• Be Slow (dependent on network conditions)• Pull videos you want to use at any time• Videos can become flagged and become

unusable (rare)

What you can do to keep videos:

• You can save videos using:• Keep Vid (web based)• Vixy (web based)

• Real Player (downloads to your hard drive automatically).

Educational YouTube links

• Make Use• 100 Incredibly Useful Channels for You Tube• Ed Reach• Tech and Learning• 47 Alternatives to YouTube

Create A YouTube Channel

• Create A You Tube Account• Creating Playlists Link• How to upload your own videos Link

Youtube vs. United Streaming

• United Streaming is a subscription service a school can purchase.

• Rub by the Discovery Channel and features load of programming for all subjects that are fully downloadable. You can download movie clips or full length documentaries

• (http://www.unitedstreaming.com)

How to Create Playlists

• Link• Create Playlist and get your embed code

Activity

• Create A YouTube Account• Pick a Topic You can share with either your

class or have them conduct in small groups or as an Introductory Lesson or

• Whenever possible use embedded videos, or playlists on either your blog, school webpage, or wiki. (Students can respond right on the same page)

• Advertising is minimized as is the risk of students wandering to inappropriate videos.

Flip Cameras

• USB Camcorders record to a special flash memory stick inside the camera and allow you to plug it into a computer and edit using their software.

How to Green Screen with Flip Cameras

• Have a video editing program that will do green screen (ie Movie Maker)

• Convert the video to the appropriate format – Windows (avi or wmv)– Mac (Mov or MPEG4)

Edit as necessaryPublish

Programs that Can be Used for Green Screen

• Windows: Movie Maker (with a file switch)• Adobe Premiere Elements• Sony Vegas, etc. Mac: Imovie, Final Cut, Ipad Apps

• Dyck, B. (2007, 05 15). Brenda's blog. Retrieved from http://www.educationworld.com/a_tech/columnists/dyck/dyck016.shtml

• Barseghian, T. (2011, 09 8). Five reasons why youtube rocks the classroom. Retrieved from http://mindshift.kqed.org/2011/09/five-reasons-why-youtube-rocks-the-classroom/