Video-web learning platforms: Difference between revisions
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In the nineties, new technologies allowing web transmission of video have developed (see wikipedia page on [http://en.wikipedia.org/wiki/Streaming_media streaming media]. Improvement of [http://en.wikipedia.org/wiki/CPU CPU] power and [http://en.wikipedia.org/wiki/Bandwidth_%28computing%29 bandwidth] allow for direct viewing of video content without downloading. Video sharing sites like [http://www.youtube.com/ youtube] have gained great popularity and some like [http://www.teachertube.com/ teachertube] are being used for training. | In the nineties, new technologies allowing web transmission of video have developed (see wikipedia page on [http://en.wikipedia.org/wiki/Streaming_media streaming media]. Improvement of [http://en.wikipedia.org/wiki/CPU CPU] power and [http://en.wikipedia.org/wiki/Bandwidth_%28computing%29 bandwidth] allow for direct viewing of video content without downloading. Video sharing sites like [http://www.youtube.com/ youtube] have gained great popularity and some like [http://www.teachertube.com/ teachertube] are being used for training. | ||
The possibilities to manipulate video material has soon been discovered in instructional technologies research. Written or oral annotation of video films for instructional purposes (Bargeron 1999) is being explored as well as the production of short, remodeled sharable extracts ("dives") by editing, zooming/transforming and annotate video (Pea 2004 | The possibilities to manipulate video material has soon been discovered in instructional technologies research. Written or oral annotation of video films for instructional purposes (Bargeron 1999) is being explored as well as the production of short, remodeled sharable extracts ("dives") by editing, zooming/transforming and annotate video (Pea 2004). | ||
After 2000, the introduction of interactive telecommunication technologies with two-way | After 2000, the introduction of interactive telecommunication technologies with two-way synchronous viewing (See wikipedia on [http://en.wikipedia.org/wiki/Videotelephony Videotelephony]) broadened the horizon of video use and made videochats like skype and ichat popular. These technologies opened new perspectives for [[Videoconferencing]] and have prompted the development of the wide field (and industry) of [[Online video tutoring]]. | ||
In an instructional perspective of distant learning and of using [[C3MS C3MS]](Community, Collaboration, Content Management System, integrating | |||
Synchronous video taht can be marked with collaborative text writing, synchronous written communication (chat)an other ressources to to a learning platform | |||
Synchronous video | |||
Research today on learning platform integrating live video collaboration, addding of ressources, sharing of text and chat and markings on the video. | Research today on learning platform integrating live video collaboration, addding of ressources, sharing of text and chat and markings on the video. | ||
Revision as of 16:25, 14 December 2010
This article or section is currently under construction
In principle, someone is working on it and there should be a better version in a not so distant future.
If you want to modify this page, please discuss it with the person working on it (see the "history")
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History
Video is not new to Computer-supported collaborative learning and has been used in education for decades already. In the eighties and nineties, it was mainly used to record conferences, lecures or educational films that could be watched by the learners. Even today, large repositories of video learning material are available and can be used in many instructional programs. Research here is focusing on quality standards and user-friendly editing tools. Video podcasting is a significant resource for teachers.
In the nineties, new technologies allowing web transmission of video have developed (see wikipedia page on streaming media. Improvement of CPU power and bandwidth allow for direct viewing of video content without downloading. Video sharing sites like youtube have gained great popularity and some like teachertube are being used for training.
The possibilities to manipulate video material has soon been discovered in instructional technologies research. Written or oral annotation of video films for instructional purposes (Bargeron 1999) is being explored as well as the production of short, remodeled sharable extracts ("dives") by editing, zooming/transforming and annotate video (Pea 2004).
After 2000, the introduction of interactive telecommunication technologies with two-way synchronous viewing (See wikipedia on Videotelephony) broadened the horizon of video use and made videochats like skype and ichat popular. These technologies opened new perspectives for Videoconferencing and have prompted the development of the wide field (and industry) of Online video tutoring.
In an instructional perspective of distant learning and of using C3MS C3MS(Community, Collaboration, Content Management System, integrating Synchronous video taht can be marked with collaborative text writing, synchronous written communication (chat)an other ressources to to a learning platform
Research today on learning platform integrating live video collaboration, addding of ressources, sharing of text and chat and markings on the video.