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Submitted by Alaa Sadik on

Thank you Mike for this very interesting and useful article.
Research emphasized the importance of considering the potential possibilities that video materials presents when deciding how to support the learners. Proponents of videos argue that there is increasing interest in providing learners with recorded materials and video is demonstrated to be an expanding channel for presentation. Providing video on demand to students is used to support facet-to-face, online, or blended learning. Students can choose when and where to use the material and can spend as long or as little time on each learning activity. Watching video is considered as a basis for mental activity. It is socially acceptable and widely used and supported by multimedia cell phones and portable media players. Video is a more forgiving and powerful presentation medium, and does not have to be stand-alone, like a television program. Learners can play, rewind, forward, and pause the video to address their specific needs. It can be used in many ways to encourage interactions between students and the teachers and create engagement.

However, In conventional classroom settings, the teacher uses a large wall screen, whiteboard or flipchart and wants to video everything, including him/herself. But if the camera is pointed at screen or play area, the learners would not be able to read from the video because the low quality of the video output (e.g., contrast, reflective surfaces, glare, shadows, small text, limited area, positioning, etc.). This necessitates having a camera operator to pan and zoom as the teacher works. Therefore, the need was emphasized for the development of an unconventional solution to assist teachers automates the process of producing effective video materials.
This is why we developed PresentationTube as a non-profit project to help teachers produce and share video lessons.