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Posts Tagged ‘videos

YouTube provides a constant flow of videos that help me illustrate the importance of looking at the processes behind products.

This product is about as viral as it gets.


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The inspiration and processes behind the polished product is not as well known.


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For the neutral observer, the second video provides insights into the processes that contributed to a viral video. For an educator, the behind-the-scenes processes are just as important, if not more so, than the final product.

Here is a bonus video of Lil Nas visiting an elementary school in the USA.


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When I highlight videos that showcase products and the processes that created them, I normally have to show them in that order. This is because their creators share them that way.

I liked how one Tasty producer, Rie McClenny, opted to share them the other way around.


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Rie provided video insights into the numerous processes of a video product five days before releasing the end result. The process video was about 9 minutes long while the product video took almost 3.5 minutes.

If there is anything that educators who are interested in e-portfolios should take note it is these:

  • It is the processes that are as important — or even more important — than the final product.
  • The time spent on reviewing and reflecting on the processes should overshadow that of the product.

Anyone not living under a rock will know that the current cultural entertainment phenomena are Avengers: Endgame and Game of Thrones.

Any educator worth their salt could take advantage of them. Videos that analyze their content are not only seeds, hooks, and drivers of content, they might also be used to teach nuance and critical thinking.


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The video above is one such example. It provides a low entry barrier, a shared experience, and cognitive dissonance among the learners.

An educator might leverage on such a video by highlighting how it models nuanced and critical thinking. By facilitating discussion and reflection the same educator can teach her students to do the same.

Ah, Sesame Street. It not only teaches kids the ABCs and the 123s, it also focuses on values.


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The most recent efforts were tie ups with two major TV series under the same HBO umbrella as Sesame StreetGame of Thrones and Westworld.

Those are not the sort of shows that kids watch, but they are part of the cultural zeitgeist that influences what kids know or make reference to.

Game of Thrones and Westworld are what their parents might watch and so the effort might be targetted at adults too. After all, it is never too late to learn more about how respect brings us together.

I put three seemingly unrelated videos in one of my private YouTube playlists for watching or use later.

The first was about chocolate. The second about non-digital special effects. The third was about an autistic man. While they seem unrelated, they are linked to what and how I watch on YouTube.


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I watch SciShow religiously — I also subscribe to their podcast — so the first video is not surprising. This video feeds my need for nuanced views and to correct misconceptions.

The second might have appeared on my feed when I searched for current examples of augmented and virtual reality for a Masters course I am currently facilitating. This video appeared in my feed after that session was over and it was about neither AR nor VR, but it emphasised the importance of tactile manipulation in learning. It is something I can use in the closing session to highlight contextual use.

The third was a welcome surprise since I also facilitate a short course on ICT for inclusive education. The course stopped for a while as administrators worked out funding issues, but now that it is back I am glad to have another possible resource to spark discussion.
 

 
The link between these videos was how YouTube algorithms learnt my preferences and habits. While such algorithms are design to serve up videos and ads that might be relevant to me, it does not always do this well.

The ads are driven by more than personalisation. There is the brute force push and sell of products and services that have no relevance to me, e.g., how to be a Carousell or Amazon top seller. Those algorithms, if they apply at all, do not have my interest in mind.

The recommended videos are better. I help the algorithms out by occasionally deactivating my watch and search history. I might also use an incognito browser window. I do this to prevent the algorithms from thinking that I am interested in something new.

I also visit my watch history and delete videos listings that might misinform YouTube’s algorithms. This also helps me receive more relevant content.

The lesson is about taking control of your feeds. Do this and your feeds provide you with relevant content and serendipitous surprises. Don’t do this and you become a pawn in someone else’s game.

The FBE YouTube channel released a video about the preponderance of “Florida man”.

For the uninitiated, “Florida man” is a frequent prefix that appears in ridiculous newspaper headline or news chyrons. The video below provides numerous examples.


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While entertaining, the video is also an example of exploring nuance.

When trying to answer the question “Why does Florida seem to have so many crazy people?” it might be tempting to assume that there is something in the air or water there that makes people crazy.

The crazy thing is that a tongue-firmly-in-cheek report actually reveals the root of Florida man. This is the segment that matters.


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There is a law in the state of Florida in the USA that requires governing bodies (the police in this case) to provide access of records to the public (news agencies, for example.)

So there is something in Florida that makes Florida man so ”common” — it is the law that requires the sharing of information. There are not necessarily more crazy people there. There is more open reporting of crazy people.

This is a simple example of nuance. It is going beyond anecdotes and assumptions. It is about digging deeper and making connections.

This week’s Crash Course’s video on navigating digital information focused on evaluating images and videos.


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Host John Green provided examples of how images could be used to represent and misrepresent both context and context. If it is easy to fool someone with text, it is even easier with images.

When presented with any image we might verify its context and content by a) seeking its source and determining its reliability, and b) searching laterally for its validity. If links or cues are not available in a suspicious image, we might use Google’s image search or Tineye to evaluate its worth.

How about videos? The principles are the same: Determine the veracity of its source, the reputation of its creator(s), and whether or not is was altered. It might be difficult to do the last item nowadays, but difficult is not impossible. What works for text also works for videos — search, read, and watch laterally.


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