Digital videos, Podcasts, Images, Virtual Worlds.
Constructivist learning through technologies is enhanced and supported as students apply knowledge using computers (Snowman, et al., 2009, p. 364). This runs parallel to the principles of the Engagement Theory framework of Relate-Create-Donate (Kearsley, & Shneiderman, 1999). Useful technologies consistent with constructivist approaches are forums, blogs through questioning, interactive multimedia like computer games, and virtual worlds with unscripted second life. While podcast focus on language for impact of delivery and images look at visual dynamics they are very useful tools in their place. However, the multimedia tool of digital videoing is one of the most useful tools, according to Ashby (2010), to combine with education, in the sense of viewing and creating.
During the Engagement Theory the stage of Relate the students learn communication skills to clarify problems and learn to understand perspectives of others. This correlates to constructivism approaches of learning by combining personal learning experiences, scaffolding, collaborating and internalising. When combined with digital video students can become authors, directors, producers and designers. Vygotsky (n.d.) discusses even though all learners receive the same information it is that personal interpretation of these facts that makes the difference.
The digital video may be used as a communication tool where ideas and feelings are expressed such as story telling or present research or promote culture. Szery (2010) agrees observation and analysis to gain feedback on performance from digital video footage can be achieved. Slow motion replay of the footage can reveal new information and analytical software can be applied to increase the depth of investigation. Digital video can be used as a reflective tool for self-reflection through metacognition and the view captured through the lens of the camera. Students can build up video journals, embed digital videos into blogs or make documentaries (Schuck, & Kearney, 2004, p. 80).
Create is the next stage of the Engagement Theory. Creating and engaging with digital videos has implications for analysising real life situations (Schuck, & Kearney, 2004, p. 15). Using digital videoing as a digital tool increases students’ motivation as they are often seen working collaboratively on projects during lunch breaks and tutorials. Streaming groups as suggested by Snowman et al. (2009, p. 187) provides opportunities for students with different knowledge of content and technical skills to work together.
Donate is making a useful contribution while learning. Students learn through the use of Socratic questioning and learning (Bruner, n.d.) and Costa’s habit of mind metacognition skills are used through asking questions of ‘How well they have completed the video?’ and ‘Why have they chosen certain aspects of the video?’ (Costa, & Kallick, 2000).
During the Engagement Theory the stage of Relate the students learn communication skills to clarify problems and learn to understand perspectives of others. This correlates to constructivism approaches of learning by combining personal learning experiences, scaffolding, collaborating and internalising. When combined with digital video students can become authors, directors, producers and designers. Vygotsky (n.d.) discusses even though all learners receive the same information it is that personal interpretation of these facts that makes the difference.
The digital video may be used as a communication tool where ideas and feelings are expressed such as story telling or present research or promote culture. Szery (2010) agrees observation and analysis to gain feedback on performance from digital video footage can be achieved. Slow motion replay of the footage can reveal new information and analytical software can be applied to increase the depth of investigation. Digital video can be used as a reflective tool for self-reflection through metacognition and the view captured through the lens of the camera. Students can build up video journals, embed digital videos into blogs or make documentaries (Schuck, & Kearney, 2004, p. 80).
Create is the next stage of the Engagement Theory. Creating and engaging with digital videos has implications for analysising real life situations (Schuck, & Kearney, 2004, p. 15). Using digital videoing as a digital tool increases students’ motivation as they are often seen working collaboratively on projects during lunch breaks and tutorials. Streaming groups as suggested by Snowman et al. (2009, p. 187) provides opportunities for students with different knowledge of content and technical skills to work together.
Donate is making a useful contribution while learning. Students learn through the use of Socratic questioning and learning (Bruner, n.d.) and Costa’s habit of mind metacognition skills are used through asking questions of ‘How well they have completed the video?’ and ‘Why have they chosen certain aspects of the video?’ (Costa, & Kallick, 2000).
