Becca's+References

Topic: Videoblogging in Education


 * 7 things you should know about videoblogging. (2005).  Retrieved October 20, 2007, from http://www.educause.edu/ir/library/pdf/ELI7005.pdf**


 * Cofield, J. L. (2001). The effectiveness of streaming video in web based instruction. University of Alabama, Tuscaloosa, AL.**

A dissertation by a University of Alabama Philosophy PhD candidate, now an Assistant Professor at the Department of Communication Arts at the University of Montevallo, comparing two undergraduate courses online. One class used online video for instruction while the other class had only text and image-based materials for instruction. The process Cofield used to evaluate the effectiveness of each course was comparing both classes' grades, distributing an attitudianl survey to both classes, and interviewing 5 students from each class. Overall, Cofield discovered that the class did not differ in grades, but their attitudes about the course itself changed based on whether or not video was included in the online course. He also examined trends among the students based on their "gender, age range, academic college, undergraduate/graduate status, Internet access location used for the study, either home or campus computer lab, and prior experience level with the World Wide Web." The themes that Cofield discovered while examining these factors was the students' sense of the instructor's presence while watching the videos and the ability of the videos to hold the students' attention. Although this dissertation may not neccessarily help with my article since the process of producing, publishing, and viewing online video have greatly improved, I believe that the themes are still relevant to issues faced today by many online students, such as the issues of access, ageism, and learning styles.


 * Foster, A.L. (2006). Ready for their close-ups, Chronicle of Higher Education. 52 (24), A37-A38.**

An article about the pros and cons of videoblogging in higher education. The article explores the issues of privacy, censorship, and identity in regards to videoblogging at higher education institutions. For example, the article features a case study of college students at a particular higher education institution who put up videos of their everyday lives on the Internet. Some of the videos they post include questionable incidents, including the students excessively drinking and fighting in the bathroom, which has raised red flags among officials at the college who want to maintain the campus' positive appearance. The themes of censorship and privacy are another two topics that I would like to address in my article since videoblogging in education opens up videobloggers and their participants to many different people all over the net. In addition, the theme of identity interests me as well. If I can find more articles on videoblogging and identity, then I would like to explore this topic even more.


 * Goldstein, J. (2007). jonnygoldstein.com. Retrieved October 6, 2007 from http://www.jonnygoldstein.com/**

From Johnny Goldstein.com: "Jonny Goldstein is a videoblogger, visual artist, comedy performer, and videoblogging teacher and curriculum developer at Phovi.com. He recently finished a stint managing the technology education arm of the groundbreaking BX21 program which taught 100 Bronx teens to videoblog.... At Vloggercon 2006 he gave a presentation about videoblogging in education and moderated panels on oral history, the digital divide, and interactivity. Jonny currently splits his time between Washington DC and New York City." The reason I am interested in Goldstein's vlog is his focus on education and collaboration. I think his strategy for using online video as a way to collaborate among educators around the world is a great example that I can use in my article. I also think that his project BX21 is another project worth mentioning in my article, since it shows that using technology in education is not only for students and educators in middle to upper class communities, but for those in lower income areas as well.


 * Haugstrup, A. (2006). Great videoblogger documentation '06. Retrieved June 25, 2006, from http://www.remediate.org/blog/**

Andreas Haugstrup is a graduate student at the Institute for Communication at Aalborg University in Denmark. As a part of the many projects he is pursuing he wanted to find who videobloggers and their viewers are by conducting a survey. His results are posted on his blog. What mainly interests me is the results he has for the age, gender, and location of the videobloggers he has surveyed. I think these statistics can help the readers of my article gain a better perspective of how many people participate in videoblogging and what demographic trends are present in these communities. Haugstrup also posted a list of videobloggers who participated in the survey, which may lead me to more videobloggers who are also in the field of education. Other interesting trends that Haugstrup explored are the video formats vloggers choose to publish in, how videoblogs affect viewers TV-viewing habits, and both videobloggers and viewers' use of RSS feeds.


 * Langhorst, E. (2007, May). After the Bell, Beyond the Walls. Educational Leadership, 64(8), 74-77. Retrieved October 17, 2007, from Academic Search Premier database.**

Eric Langhorst is a 8th grade American history teacher at South Vaiiey Junior High School in Liberty, Missouri who wrote an article about creating his own podcasts for his students called "StudyCasts" as well as set up a blog for them to write about the books they were reading in class. What I believe is useful for me in this article is Langhorst's first hand account about how he incorporated blogs and podcasts in to his class which teachers can do with video as well. He discusses about the length of the podcasts, the different formats of the podcasts he created in order to make them as accesible as possible to his students, the content of the podcasts, when and where his students listened to his podcasts, and parental involvement in regards to podcasting. He also mentions how podcasts help students with different learning styles as well as those with special needs. As for the blogs he used, he created a "Virtual Book Club" blog on Blogger. for students to contribute to. He also talks about the issues of privacy and online moderation in regards to using the blogs.


 * LeBlanc, G. (2004). Student and faculty survey reveals attitudes to streaming video. Distance Education Report, 8(11), 8-8.**

An article that surveyed students who took an online higher education courses that contained streaming video. It's author is Glenn LeBlanc, who is "an instructional designer at University College, where he works with faculty in the University of Maine System (UMS) who teach over interactive television, videoconferencing, and online." What I was mainly interested in about this article was the survey results about the students' attitudes between asynchronous versus synchronous video and telecollaborative tools. Surprisingly, the majority of the students in the study preferred the asyncronous video over the synchronous video. Many state that convenience of the video as well as their busy schedule played a factor in their preference. In addition, LeBlanc states how the University used the information from this study to improve their streaming video courses. This demonstrates to other instructors who might use video in their future courses on how they can obtain feedback from their students about the videos they provide and improve their course as well. I may include this information under the "advice for instructors'" section of my article.


 * Mass, D. (2007). TILT - teachers in learning with technology. Retrieved September 26, 2007, from http://tilttv.blogspot.com/**

A vidcast blog created by teachers for teachers. Contains videos about ideas, learning resource, skills, advice, or experiences teachers have posted to help other teachers use technology to enhance their students' learning experiences. This is another example of collaboration that I want to mention in my proposal. This blog is unique in that instead focusing on one teacher and his/her classroom, this vlog focuses on the methods other teachers have used in their classroom regarding the use of specific applications, such as PowerPoint. I also want to point out that this vlog more structured than the average YouTube post in that it categorizes the videos posted on it and places all of them in one webpage, which I believe provides the vlog more credibility. It was also a 2005 Edublog Award Nominee. The [|Edublog Awards] are sponsored by the [|Edublogs]  company which provides educational blogging tools for schools and other educational organizations.


 * Media richness theory. (2004). Retrieved April 24, 2007, from http://www.tcw.utwente.nl/theorieenoverzicht/Theory%20clusters/Mass%20Media/Media_Richness_Theory.doc/**

This is a webpage from a College in the Netherlands that describes Media Richness Theory, a theory that basically states that certain types of media help overcome certain types of problems or challenges within organizations. In other words, the theory makes the assumption that "people want to overcome equivocality and uncertainty in organizations and a variety of media commonly used in organizations work better for certain tasks than others." In addition, the theory states that in order for persons or an organization to consider a type of media "rich" it has to have "(a) the availability of instant feedback; (b) the capacity of the medium to transmit multiple cues such as body language, voice tone, and inflection; (c) the use of natural language; and (d) the personal focus of the medium." This theory is helpful to those who may need to describe the theoretical background they are researching/writing from when writing their dissertation, especially for those in ETEC. The approach that I want to take with this theory in regards to writing my proposal is state what theoretical background I am coming from in order for the audience to know what lens I am placing this particular focus of videoblogging. The image below is from the website above.




 * Miller, N. (2007). Bicycle sidewalk. Retrieved September 26, 2007, from http://www.bicycle-sidewalk.com/**

Nathan Miller is a college student and middle school teacher in Kyushu, Japan who uses videos from other vloggers as well as his own to teach English to his students. I conducted an interview with him last year over iChat and recorded it using Quicktime Pro. We discussed how he used his videoblogs to teach his students. One of the videos in his vlog that really impressed me was where he showed his middle school students a video that a group of American teens produced. The American teens were at a convention dressed as Japanese manga characters which amazed the Japanese middle school students because they had no idea that American teens were interested in Japanese manga. Further in to the video, the Japanese middle school students also noted the cultural differences between the American "otakus" (aka those interested in Japanese manga and animation) and their otaku. Therefore, a cultural exchange as well as an English lesson took place. This video is covers another major theme I plan to talk about in my proposal in regards to videoblogging and cultural exchange.


 * Pettis, B. (2007). Room 132. Retrieved September 26, 2007, from http://room132.com**

Bre Pettis is a former elementary school teacher in Seattle who used videoblogs to create projects with his students as well as share with their parents what they were doing in class. One of my favorite videos that I love watching of his was where he filmed himself explaining to his students' parents what they are currently working on in his class and show snippets of the students participating in the various activities during class. What I mainly want to emphasize in regards to Pettis' videos is the fact that educational videoblogging does not only involve student-to-teacher or teacher-to-teacher communication, but also parent-teacher communication. Another video that impressed me was Pettis' "in the future video" where he filmed his students from the "nose down," not revealing their eyes, which I think is another great strategy in regards to privacy. I think this is another great example of the issue of privacy that I can include in my proposal.


 * Sawa, S. K. (2006). Online vs. Traditional: A comparative analysis of student grades in an online and traditional face-to-face environment. Unpublished Plan B, University of Hawai'i - Manoa, Honolulu.**

This is a thesis published by one of our ETEC Masters alumni about a year ago, which compares the grades of online students with the grades of students in a traditional classroom. Both classes are taught by the same instructor with the same assignments. The only difference is the environment the classes are taught in. This thesis is of particular interest to me since the professor chose to use streaming video on the web to broadcast his lectures to the online students, and the article I am planning to write focuses on online video. It is similar to LeBlanc's article (listed above). However, I believe since this an actual thesis conducted at the University of Hawaii, I will have better access to the full-text of the thesis as well as the professor who participated in the study. Therefore, if I need any additional information from him, I actually have the time and convenience of being able to do so.


 * SCHOOL USES VIDEO-SHARING WEB SITE FOR PROMOTION. (2007, May). Journal of Visual Impairment & Blindness, Retrieved October 17, 2007, from Academic Search Premier database.**


 * Simmons, J. (2007). Jen's videoblogging resource page. Retrieved September 26, 2007, from http://teaching.jensimmons.com/videoblogging/**

Jen Simmons was a professor at Temple University from 2003 to 2006 who taught videoblogging. Currently, she is a traveling lecturer and filmmaker. Simmons also lectured at Vloggercon 2006, which I was fortunate enough to attend. The reason I am interested in Simmons' work as well as her students' is that she is only one of a handful of educators in higher education that I know of that actually teaches videoblogging. Most of the examples of videoblogging I have seen on the web include elementary, middle school, and high school students, but I have found little in regards to videoblogging in higher education. I found this odd as well since higher education institutions should have better access to software and videocameras than lower education institutions, yet lower education institutions are participating more in videoblogging.


 * TeacherTube, the YouTube for Educators. (2007, May). District Administration, Retrieved October 17, 2007, from Academic Search Premier database.**


 * Young, J.R.. (2007). An anthropologist explores the culture of video blogging. Chronicle of Higher Education, 53 (36), 39-39.**

A case study where an assistant professor of cultural anthropology from Kansas State University experimented with videoblogging. He finds out that he is able to reach thousands of people everyday with it and therefore asks his students to keep a video blog during their class. The article breifly mentions the issues of privacy and identity, which I am interested in. However, what really caught my attention was the fact that the professor and his students incorporated YouTube in to their videoblogs. I have often seen YouTube as the downfall of videoblogging since it doesn't necessarily organize its videos based on the person who created it, but by the search engine it places on its site. In other words, traditional videoblogging (if there is such a thing) relied on an individual's ability to put videos up on their own blog. However, now YouTube makes everyone put their videos up in one place, and now someone's videos is no longer special. . Yet, YouTube's ease of use is what may be an attraction to many educators and may be the link to this new wave of videoblogging.