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Posts Tagged ‘video

The title of this reflection is a quote from one of the participants of the video below.

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The participants had to evaluate the claims made by another video producer about the properties of “real” and “fake” food. I highlighted one reaction because it was an honest and direct response to attempts to mislead.

However, it might be easier to spot misleading claims about those food claims than statements in tweets or headlines.

Thankfully that is why we have the Navigating Digital Information series by Crash Course [my thoughts and annotations on the series] and two episodes so far by TED-Ed [annotations on part 1] [annotations on part 2].

The sad thing is that the video above will probably get more views on its own than all 12 of the videos combined about being digitally literate. It is easier to tell people “Don’t be a dumbass!” than to get them not to be dumbasses.

Yesterday I shared what I was binge listening to during my break. Today I share what I am binge watching — Lucifer.

When I first started watching Lucifer on Netflix, I did not realise that it was originally on another network. That network let the show go, but its fans petitioned for it to live. Netflix came to the rescue and the series lives on.

The premise of the show is deceptively simple: The Devil leaves hell to live in Los Angeles (the city of angels) and ends up working with a police detective to solve crimes. But show goes beyond the usual fish-out-of-water trope to explore moral conundrums and to question established standards.

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As an educator, I like how there is a reflective component not only in the form of the video above, but also in the behind-the-scenes videos that the cast shared over the last few seasons.

I also like how the fans took ownership of the show as a result of this outreach. They helped give the show new life when it desperately needed a saviour. I see parallels of how skilful and strategic sharing by an educator of his/her own life can nurture ownership of learning among students.

Spoiler alert: In order to make a point, I need to reveal events in episode 2 of the latest season of Black Mirror on Netflix.

The episode is titled Smithereens and features an ex-teacher who kidnaps an underling who works at a social media company of the same name.

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Some viewers of the episode might wonder if real world entities like Facebook have as much reach as Smithereens. These viewers need only find out about data analytics and how Facebook has been used to influence political outcomes.

So it is not surprising to assume that the episode is about blaming social ills on technological affordances. After all the series creator, Charlie Brooker, has showcased this tendency over five seasons in Netflix.

This might be the first episode where the victim, the ex-teacher, blames himself for getting distracted while driving and causing two deaths. The guilt weights heavily and he resorts to kidnapping the Smithereens employee in order to speak directly to its CEO.

It takes two hands to clap: A greedy company to design an engaging app and an ill-disciplined user to use it regardless of context and circumstances. No one has a gun to our heads to make us watch videos while we cross the road.

The social media company holds it hand up waiting for us to complete the clap, but clapping is not appropriate in every circumstance. It does not take much to put our hand down and move the screen away from our eyes for a while.

Today is a public holiday, Hari Raya Puasa, in Singapore.

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The Public Utilities Board (PUB) of Singapore commissioned this video short to mark the holiday.

It might have been heavy-handed with the water-related messages, but take it for what it meant to put forward — kinship and forgiveness.

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People on the street were asked to tell the time with a clock. An actual clock with a face and arms, not a digital display.

The expected response might be: Oh, young people these days!

To those who judge, I ask if they can do what these “young people” can do or what their ancestors could do. I doubt many can organise a movement with social media or change a horseshoe.

Can you do it? Can you change with the times and not judge it?

I found this video thanks to YouTube’s algorithm.

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The video features a blind and autistic performer who wowed the judges and audience at America’s Got Talent.

I plan on using it either at the start or the end a course I will be facilitating in a few month’s time. The course is about ICT for inclusive education and one item on my agendas is to focus more on edtech for abilities instead of disabilities. I hope that the video will help me make this point.

The video below scratches the surface, but it provides an example of how to leverage on popular culture to seed discussion.

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The panel explored a wide range of topics in law, psychology, economics, and politics. These stemmed from the “snappening” in Avengers: Infinity War.

Not only are such videos models of how one might conduct a class discussion of curricular content, I argue that they might be better than videos that teach content directly.

Videos created specifically for content do not and cannot cater for different contexts. They might also be designed to take the teacher out of the classroom equation.

On the other hand, videos that feature popular culture require an educator to actively shape the teaching and learning experiences. Used skilfully, such videos might highlight the inter and multi-disciplinary nature of issues and problems instead of presenting them in silos. Used strategically, such videos enable better teaching and learning while emphasising the importance of the teacher as facilitator.

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