VIDEO

A. VIDEO FORMATS

     1. Videotape

   The VHS ½-inch format is a preferred medium for commercial distribution of moving images. Virtually all of us have rented a VHS version of a movie, and most of us have recorded a TV program on VHS for later or repeated viewing. Time-shifting the TV schedule has become a major sport in may homes and also current preferred format for amateur and nonstudio production of recorded moving images in education.

     2. DVD

   Digital videodisc is a medium offering digital storage and playback of full-motion video. Digital video images can be manipulated (e.g., content, size, and color can be changed), stored, duplicated, and replayed without loss of quality. Because videodiscs are in analog format that can change the material on them, but with digital video stored on CDs or in computer that can edit the content and sequence of the moving images.

   The disc is the same physical size as an audio CD or a CD-ROM but can hold enough data for four full-length feature films with high-quality soundtracks. Like CDs and CD-ROMs, DVD has instant random access and is highly durable. There is no distortion when watch a DVD in slow motion. DVD discs provide far superior sound and picture quality compared to a standard VHS videotape. Unlike videotape, DVD discs don't deteriorate over time.

     3. Videodisc

   Laser disc images are sharper than those from videotape. Videodisc images hava a horizontal resolution of 350 lines, compared with 240 lines for a videocassette. Also, the audio quality of videodisc is significantly better than that of videotape. In addition, videodiscs have two audio tracks, for either separate narrations or stereo sound.

     4. Internet Video

   Streaming mileans that the file doesn't have to be completely downloaded before it starts playing. The video content is actually downloading to the user's computer in a series of small information packets tjag arrive shortly before the viewer sees(or hears) the material.

B. SPECIAL ATTRIBUTES OF VIDEO

     1. Manipulation of Time

   Video permits us to increase or decrease the amount of time requared to observe an event and also can take out pieces of time.

a. Compression of Time : This technique, known as time lapse, has important instructional uses.

b. Expansion of Time : Time can also be expanded in motion media through a technique called slow motion.

     2. Manipulation of Space

   Motion media permit us to view phenomena in microcosm and macrocosm that is, at extremely close range or from a vasr distance. Video and live television allow to observe two events occuring simulataneously but many miles apart using split screen.

     3. Animatoon

   Animation is time and space that can manipulated. This technique in which the producer takes advantage of persistence of vision to give motion to otherwise inanimate objects.

     4. Understanding Video Conventions

   Video is not alone in its reliance on accepted conventions for interpretation and appreciation. Flashback techniques are regularly used in literaturr and usually accepted by readers. The theatrical convention of the aside is readily accepted by playgeors.

    Ø  Advantages

- Motion : moving images have an obvious advantage over still visuals in portraying concepts in which motion is essential to mastery.

- Processes : assembly line steps pr science experiments in which sequential movement is critical, can be shown more effectively.

- Risk-free observation : video allows learners to observe phenomena that might be dangerous to view directly, such as an eclipse of the sun, a volcanic eruption, or warface.

- Dramatization : dramatic recreations can bring historical events and personalities to life.

- Skill learning : repeated observation and practice.

- Affective learning : video can be useful in shaping personal and social attitudes.

- Problem solving.

- Cultural understanding.

- Establishing commonality.

    Ø  Limitations

- Fixed pace : although videos can be stopped for discussion, because the program runs at a fixed pace, some viewers many fall behind while others are waiting impatiently for the next point.

- Talking head.

- Still phenomena : it may be unsuitable for other topics where detailed study of a single visual is involved (e.g., a map, a wiring diagram, or an organization chart).

- logistics : training programs usually rent videos from a distributor or from corporate headquarters. This means that video must be ordered well in advance of their intended use.

     5. Educational Applications

a. Cognitive Skills : learners can observe dramatic recreations of historical events and actual recordings of more recent events. Color, sound, and motion make personalities come to life.

b. Demonstrations : video is great for showing how things work. Demonstrations of motor skills can be more easily seen through media than in real life.

c. Documentary : deals with fact, not fiction or fictionalized versions of fact.

d. Report and Portfolios : portfolios with a multimedia approach are being used instead of word processed term papers. Also can research a topic using books, databases, videofapes, videodiscs, CD-ROMs, and another media.

e. Training : according to training magazine, videotapes are used organizations with 100 or more employes. Many organization use video for the following : orientation of new employes, training in job-related skills, development of interpersonal abilities for management, introduction of new products, policies, or markets, customer training, standardization of training among dispersed offices.

C. SELECTING VIDEO

     1. Locating Materials

   Program guides and directories can help to abreast of available materials in your areas of interest and guide toward selection of materials best suited to particular teaching needs. Librarians, media specialists, and teachers working as partners shohld communicate constantly concerning the resources needed for instruction.

     2. Appraising Videos

   After have located some potentially useful videos, and then do to preview and appraise them. A good appraisal form will be brief enough not to be intimidating but complete enough yo help individuals choose materials that may be useful for current and future applications.

     3. Aponsored Videos

   Private companies, associations, and government agencies sponsor videos for a variety f reasons. Private companies may make them to promote their products or to enchange their public image. Associations and government agencies sponsor videos to promote causes, such as better health habits, conservation of natural resources, and proper use of park and recreation areas.

D. PRODUCING VIDEO

     In-house video refers to videos produced within one's own classroom or company. This medium thus works well with activities that are enhanced by immediate feedback: gorup dynamics sessions, athletic practice, skills training, and interpersonal techniques.

     1. Analog Video Production

   Vudeo production requires a camera, a recorder, a microphone, and perhaps editing equipment. Most cameras are of the viewfinder type. The viewfinder camera is so named because it hal built into a small TV set that allows the operator to monitor the image being received bu the pickup tube. Hand-held cameras usually come with a microphone built into the front of the camera.

     2. Digital Video Editing

   Digital video editing refers to the means by which video can be taken apart and put back together non-linearly using a computer and associated software. A video interface allows the user to connect analog 8-mm and VHS camcorders to a computer so cab edit video digitally regardless of its format. There are several methods fot storing moving images in a computer. One format is Quick Time, for use with Apple Mac OS and Windows operating systems. Application include Compton's Multimedia Encyclopedia, which incorporates Quick Time"movies".

E.UTILIZING VIDEO

1. Preview the Materials : making sure that the material what you ordered and that it contains the object matter and treatment that you expected.

2. Prepare the Materials : you will need to schedule the video and the appropriate playback equipemnt. Set up and check the requipment for proper operation before the students arrive.

3. Prepare the Environment : provide proper lighting, seating, and volume control.

4. Prepare the Learners : setting demonstrate that learning is greatly enhanced when learners are prepared for the coming activity.

5. Provide the Learning Experience.

F. REQUIRE LEARNER PARTICULATION

     The possibilities for followup activities are virtually limitless. Common techniques include the following :

·         Discussion—Question-and-answer sessions, buzz groups, panel discussions, debates.

·         Dramatization—Role playing, skits, oral presentations.

·         Projects—Experiments, reports, exhibits, models, demonstrations, drawings, story writing, bulletin boards, media productions.

      Source : Heinich, Molenda, Russell, Smaldino et. 2002. Instructural Media  and Technologies for Learning volume 7. California: The University of California.