Blog Entry #4

Saturday 4, April, 2020


Observing My-self in a video

In module 5, the article of Observing My-self in a video which outlined a Reflective tool, like videos, might act as evidence for learners’ reflection. Videos can capture the complexity and authenticity of students’ learning performance and be viewed many times to do precise observation and deep analysis especially for our oral presentation project.  Reflections on a video presentation may helping learners pay more attention to the details and inspire deeper reflection (Rosaen, Lundeberg, Cooper, Fritzen, & Terpstra, 2008).

Using Schon (1991) reflection model, reflection-on-action which is a past event. I reflected on several items in my videos collection.  First, I watched the videos twice.  Then I applied the video rubrics. 

For my first video I made of my teaching philosophy 

https://www.youtube.com/watch?v=MLmLMQEeszE&t=5s

The summary of the results

In my first video creation efforts, I never had a clue as the how to making a video, and uploading it to YouTube.  In reflection, I had some clues and help by watching YouTube video clips. I also watched some movies to get a feel as what to do.  I did some investigation. I found a video made by my colleague. I model it. Then I thought, there must be a standard by which a video is measured by or an assessment tool. As a result, I created a video rubric.

My Lesson Recap and Introduction YouTube Video 

https://www.youtube.com/watch?v=atugYSGbvk8
                                             
                                          My Lesson Recap and Introduction YouTube video 

https://www.youtube.com/watch?v=Ur528cGszi0

The summary of the results of Two Videos

The above two videos of my recap lessons, both showed that I need to learn my script by heart, practice my camera lens angels, and look into the camera with a natural focus to make contact with my viewing audience. The plus side, my props, background images, clarity and sound is good.

My Lesson Introduction Model video 

https://youtu.be/HB7iJFvIvE4

The Model I used

For my first video I made of my teaching philosophy, I did not have any experience.  However, I watched a lot of videos to learn what to do. I watched my colleague to see how he presented himself.  I model his actions.  I practiced, practiced my oral presentation, for most of the I did it on my own (Boyle, 1996).

My use of social media to integrate my reflections on my selfie

https://www.instagram.com/p/B-lBkdhhZDi/?igshid=1dev5jz3ulkrp

https://youtu.be/p1IMmOujc9c

My Teaching YouTube Video

https://www.youtube.com/watch?v=KAYJLGTCweQ&t=2s

The summary of the results

My Teaching video which was done on the spur of the moment was more natural looking, once I got my rhythm going.  I had no script.  However, I knew the material as I had “lived the actual experiences of sluggish or no internet” and what I would do. My backup plan and my digital tools were always on me.  But to improve this area, I need to be prepared.  Time management skills need to be re-visited.

Summary

I need to learn my script by heart, practice my camera lens angels, and look into the camera with a natural focus to make contact with my viewing audience.  Speak naturally, as if I was doing this sort of recording or action for years. But to improve this area, I need to be prepared. Often, because of time constraints, students are given little or no opportunities to practice oral presentation, and they are “obliged to do much of the work on their own”(Boyle, 1996, p.117). The plus side, my props, background images, clarity and sound is good.

Video Rubrics

Rubric Categories	Exceeds 10 points	Meets Average 9 - 7 points	Meets Minimal 6 - 5 points	Does Not met 4 - 0 points
Wrote a script or story board	Had a full storyboard written out and  script written out, detailed and clear	Had a full storyboard written out and  script, but detailed  somewhat clear	Only had half the storyboard written out	Had no script or storyboard
Use Camera angles, long shot, close up, medium	More than required	Had all angles	Had some angles	Had no angles
Added transition 4 and added text in the video	Added more than asked	Added all	Added 3 transitions 3 text	Added 2 transition 2 text
Had at least a 1 minute video	More than a minute with absolute usage of time and no extended text, pictures,, or music to get more time	Made a 1 minute video	Video is 1 minute and less than 45 seconds	Video is 30 seconds
Had at least 3 images	Had more than 3 images which related to conversation, background music	Had at least 3 images background music	Had at least 2 images not background music	Had at 1 image, may have background music
Post Project	Project was posted to YouTube early	Project was posted to YouTube	Project was posted to YouTube	Did not post Project to YouTube
Captured video and edited without assistance	Captured video and edited without assistance	Captured video and edited with 75% assistance	Needed assistance from teacher on 50% captured video and edited without assistance	Needed assistance from teacher on ALL captured video and edited without assistance
Memorization of question	Memorization of question	90% memorization of question and did not have to look at paper	Needed to look at  question or report	Did not memorize question/report, looked at paper
Your film had flow and started with a topic	Your film had flow and stayed with a topic	Your film most throughout the entire, good start	Your film started with a good flow and then jumped around started with a topic	Did not have a flow
Has Good Sound	Great Sound	Some sound difficulties but very little	Sound was hard to make out	Sound was not apparent

Table 1

This video rubric in table 1, I used as an assessment tool to score my videos.  From the scores and comments, I would better be able to see my strong and weak areas, and plan how to improve these areas.

In my work context, for my class, I would provide for my students this set of instructions and the video rubric. Your goal is to make a video which captures the viewer’s topics.  Post to video to YouTube. You are to critique your classmate video. I have placed a video to help you meet your goals. Here is the way you can score 100%.

First watched the video twice, then I apply the video rubric to each one.

https://www.youtube.com/watch?v=q7ziiJfrUf4

Rodgers (2002) outlines the concept of “reflection in problem-solving” which involves rethinking and reconsideration of past events and experiences with an intention to obtain better solutions.

Gibbs’ (1988) question-led reflective cycle is one of the most widely used models. It aims to guide learners to achieve deep reflection through six interlocking steps and six corresponding questions as follows:

This is the reflection model I would use with my students , whilst teaching video production. 

Using Gibbs’ (1988) question-led reflective cycle model, to  guide the students to achieve deep reflection through six steps and questions as follows:

• description (what happened?);

• feelings (what were you thinking and feeling?);

• evaluation (what was good and bad about the experience?);

• analysis (what sense can you make of the situation?);

• conclusion (what else could you have done?); and

 • action plans (if it rose again, what would you do with it?)

How To Look Good on Video Calls for Zoom FaceTime Skype

https://youtu.be/ACNGhPKnmok



                                                                 References

Li, A., & Peng, T. (2018). Observing" Myself" in the Video: Fostering reflective practice in oral presentation training. Advances in Language and Literary Studies, 9(3), 138-144.