Discuss challenges with the implementation of audio and video resources in K-12 eLearning.
There are many challenges an educator and learner faces in using audio and video resources in the K-12 eLearning environment. A teacher just cannot locate audio or video media based on the title and assume that the media addresses the learning concept or that it is appropriate for the learner. It takes time to evaluate the media. Video might not be the best way to present abstract, nonvisual information. Leave that to text. Evaluating the media once is not enough. The educator must preview the media, have a good understanding of the information presented, and be aware of the appropriateness for the learner. Once the media is used it is important to get feedback from the student to evaluate the effectiveness.
It is important to find the right pacing; this can be challenge. Audio or video cannot be skimmed over but rather must be listened to or watched from the beginning to end. Yes one can fast forward or rewind but it is not as easy as reading a book. Each student learns differently. An auditory learner might love to have an audio or video component incorporated into a lesson; a physical or social learner may not learn with this learning component. It might not be appropriate for all the students to watch the video or listen to an audio clip at the same time, but rather when the student is developmentally ready to do so. Watching a 30 minute video might not be as effective as a 3 minute clip. As referenced in the Choosing Media video, a child’s attention span is equal to their age. Therefore, a 9 year old has an attention span of only 9 minutes.
The author of the video also should be considered. Is it appropriate to watch an environmental piece presented by an environmental group? A documentary? Is there bias or propaganda involved? Is misinterpretation by the learner possible? In addition to the author, one must consider the design. Are there “talking heads” or is the video engaging enough for the learner?
Using audio and video media in an eLearning environment one must always be concerned with copyright issues. It is important to do due diligence to make sure that the materials are not copyrighted and if they are that the appropriate permissions are granted.
Knowing the learners is a key to evaluating the appropriate media. Younger students may not understand time lapse video, such as showing a budding of a flower, or slow motion such as the movement of a hummingbird. Manipulation of time and space might be better for older students. If time and/or space video is used with younger students the educator needs to take the time to explain these concepts to those students.
The learning disabled have a disadvantage with the audio and video media. Students with visual impairment may need to rely on descriptive video. The visually impaired student is able to hear a soft-spoken voice description of a scene, thus allowing the student to clasp the idea of what is being presented visually. For the hearing-impaired student the audio should have closed-captioning. Again, that is why it is important to know your learners.
Another challenge that is faced is the Digital Divide. The learner’s computer may not have the necessary bandwidth, necessary equipment, or appropriate software to receive video and/or audio media. How computer savvy is the learner? Might they accidentally erase or delete the file? Logistics is tied to the Digital Divide also. Instead of having to store a DVD and wait to ship it to a student, it might be better to use a MP3 player for large audio files or WAV audio files. An educator should consider streaming audio and/or streaming video, podcasts, or compressed video instead of a physical DVD or CD. Therefore, it is important to have alternative plans to communicate the information to the student. Having the text for the video or audio is one such alternative.
A student watching a video or listening to an audio clip is not teaching. Educators must prepare the student to take notes prior to watching or listening to media. There should be pre-activities to set the stage, have learning activities to aid the media experience, and have activities to use with the students after the media presentation. In addition to just one audio or video clip the educator should extend the learning experience by having a variety of clips. Perhaps having the written Martin Luther King’s I Have a Dream speech, listening to the audio, and watching the video all are ways to enrich and help reinforce the learning experience.
Just this week NBC Nightly News had a story about have YouTube EDU channel is exploding. There are more educational videos than entertainment videos (The Daily Nightly, 2013). The next “wave” of viral videos are educational videos! Educators are broadcasting lessons (from biology, foreign language, to history) on the Internet. People are finding that these online mini-lessons are more inspiring than the ones in a traditional classroom. So even with all the challenges in using audio and video in an eLearning, there are great opportunities to help increase student learning.
Works Cited
The Daily Nightly. (2013, July 11). Retrieved July 11, 2013, from NBC News: http://dailynightly.nbcnews.com/_news/2013/07/01/19237728-exploring-youtubes-education-channels?lite&ocid=msnhp&pos=9Choosing Media [Video File].
Retrieved from http://digital.films.com/play/RGHWDN)
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