Video-web learning platforms: Difference between revisions
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=History= | =History= | ||
Video has been used in education for decades already. | 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 simple editing. Video [[podcasting]] is a significant resource for teachers. | ||
In the nineties, new technologies allowing web transmission of video have developed (se 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. | |||
Manipulation of video material, for example for training purposes, to produce | |||
Introduction of interactive telecommunication technologies with two-way synvhronous viewing broadened the horizon of video use. These technologies opened new perspectives like [[Videoconferencing]] or [[Online video tutoring]. | |||
In parallel, research has started on an interactive use of video with registering of annotaions (Bargeron 1999) | |||
Use of video in the web:Marking of video films (Bargeron 1999, Wong 2006) creating "dives" by editing, zooming/transforming and annotate video (Pea 2004) | Use of video in the web:Marking of video films (Bargeron 1999, Wong 2006) creating "dives" by editing, zooming/transforming and annotate video (Pea 2004) | ||
Revision as of 16:22, 14 December 2010
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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 simple editing. Video podcasting is a significant resource for teachers.
In the nineties, new technologies allowing web transmission of video have developed (se 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.
Manipulation of video material, for example for training purposes, to produce
Introduction of interactive telecommunication technologies with two-way synvhronous viewing broadened the horizon of video use. These technologies opened new perspectives like Videoconferencing or [[Online video tutoring].
In parallel, research has started on an interactive use of video with registering of annotaions (Bargeron 1999)
Use of video in the web:Marking of video films (Bargeron 1999, Wong 2006) creating "dives" by editing, zooming/transforming and annotate video (Pea 2004)
Synchronous video, integration on a platform with collaborative text writing and synchronous written communication (chat)
Research today on learning platform integrating live video collaboration, addding of ressources, sharing of text and chat and markings on the video.