#edtech #esl YouTube annotations provide a discussion space layered onto each video.
In my previous post, Interactive Videos, I shared some examples of YouTube videos that incorporate some new interactive features of the site that overlay buttons and links that can take you to a different segment of the video or to a different video or website entirely.
These kinds of pop-up messages have been crowding onto YouTube videos since this feature became available. If used gratuitously, they are annoying, but when used to add supplemental information, they can be quite useful. As one example, take a look at the video tutorial for making the above image. It’s a straightforward and informative two-minute video. At about the 1:30 mark, some red text appears that seems to be essential information that was omitted in the original shooting of the video. Adding a quick note is a simple solution that does not require reshooting the video.
But there must be more we can do with these tools. I’d been thinking about some different ways to incorporate these techniques when I came across a presentation made by Craig Howard at the Indiana University Foreign / Second Language Share Fair. The page includes a recording of the presentation, a handout that summarizes how to annotate YouTube videos, and a link to an example video, which I’ve included below.
The nice thing about this approach is that a video, in this case a video for teachers-in-training to discuss, can include the online conversation layered right over top of the video. Comments by different speakers can be made in different colors and the length of time they are displayed can easily be adjusted as appropriate. Of course, everyone involved needs to have free Google or Gmail accounts to sign in, and the video must be configured to allow annotations by people other than the person who uploaded it.
The ability to integrate video materials and online discussion so seamlessly opens up some interesting potential for interacting with videos in new and interesting ways. I’ve recently looked at some options for online bulletin boards / sticky notes, including Google Docs, but incorporating this style of discussion directly onto the video is fantastic.
I’m still kicking around different options for making YouTube videos more interactive. If you have other examples or ideas, please share them in the comments below.
Ever stare out into a roomful of your students’ faces as you explain the role of the comma in differentiating restrictive and non-restrictive adjective clauses? I have. After a few terms, I began to wonder whether those blank stares indicated that students were overwhelmed by the topic, or bored because they already understood this material and couldn’t wait to move on, or were just plain bored (though I was pretty confident the latter was true.)
I thought it would be great if we teachers could adopt the same technology that the network news teams use when they take a roomful of average citizens and make them watch debates with a dial in their hand. By turning the dial left when they are happy and right when they are not, an average response is displayed in a graph that scrolls across the bottom of the screen. Wouldn’t it be great if students could dial between “I don’t understand. Slow down.” and “I get it. Move on.”? For now, we must make do with the analog, “Any questions?”
Getting live feedback can be very useful in the classroom. Poll Everywhere is a website that makes creating live polls extremely easy. With a free account, you can create a poll that allows up to 30 responses by web, text message, smartphone or Twitter. You can even download your poll on a PowerPoint slide, which you can use to observe the results as they roll in. More features are available for paid accounts.
Polls are very easy to set up, but there are lots of good online tutorials out there, including this one by Sue Frantz. These kinds of polls can do a great job of gathering instant feedback from your students using technology they likely already have with them (instead of requiring them to purchase Clickers, devices with only one function.) Whether asking students if they the pace of the class is appropriate or checking comprehension of content, Poll Everywhere is an extremely flexible tool that can be used in a wide variety of situations.
To respond to this poll, text the code for your response to 37607, tweet the code to @poll, submit the code to http://poll4.com, or use the web form to make your selection. View results.
In the video above, a dad asks his son to draw something on a new iPad, the ubiquitous Apple tablet. The 2-year-old clearly has some facility with the device as he casually switches between apps and between tools within the drawing app. Interestingly, (though not surprisingly for anyone with a 2-year-old,) the boy also wants to use his favorite apps including playing some pre-reading games and watching videos. He very naturally fast-forwards through the video to his favorite part. He also knows to change the orientation of the device to properly orient the app to a wider landscape format.
Although I like gadgets, I’m not a true early adopter. I do carry a PDA — an iPod touch — which my 2- and 4-year-olds enjoy playing with. It’s amazing how quickly they understand gestural interfaces, pinching, pulling and tapping their way from app to app.
While I don’t think that I need to rush right out and get my kids iPads so they don’t get left behind, (the whole point is that they’re easy to use anyway,) I do wonder about some of the interesting opportunities for learning on these devices: drawing, reading, and linking information. Of course, they also do a lot of these things on paper which places far fewer limits on their creativity — instead of choosing from 16 colors in a paint program, they can choose from 128 crayon colors or create their own by mixing their paints.
In the end, this new technology is flashy and fun, but I’m not convinced that iPads and other tablets are essential tools that will give our kids and our students a clear learning advantage. I sure would like one, though.