The7 Biggest. Mistakes. Teachers Make Using Video in the Classroom. EXPERT GUIDE to solutions

Transcription

1 The7 Biggest Mistakes Teachers Make Using Video in the Classroom EXPERT GUIDE to solutions

2 The 7 Biggest Mistakes Teachers Make Using Video in the Classroom This Expert Guide was created to look at the problems and offer solutions in integrating video into your classroom. After reading through the expert guide, think about how you plan your lessons and about how the information offered can help you. By starting off with just a few techniques, you can analyze your planning and video delivery and determine what works the best for you. Then continue to implement using video in your lessons more and more and see the benefits and results that the research has already shown. We hope this video and Expert Guide to solutions will help resolve planning frustrations and ultimately save you time and money while delivering fantastic lessons that your students will always remember. Credits Expert Guide Written by Photography Layout Kim Stohlman Kelly Roberts Design Kaleido Studios Seven Mistakes Video Script/Narration Colleen Jackson Editor/Creative Julie Bigford Presenters Lynell Burmark, PhD Ginny Horning George Pickett University of San Diego Division of Continuing Education Resources Lynell Burmark, PhD: Effective Teaching with Classroom Videos, SchoolMedia, Inc Visual Literacy, Integrating Media into the Classroom, Ginny Horning, Effective Teaching with Classroom Videos, University of San Diego. George Pickett, Effective Teaching with Classroom Videos, University of San Diego. David Denning, Video in Theory & Practice, University of Victoria. First Edition SchoolMedia, Inc. All Rights Reserved

3 Contents INTRODUCTION i THE 7 BIGGEST MISTAKES WORKSHEET The 7 Mistakes Hints Page 2 Finding, Choosing & Using Video 2 Finding the Appropriate Video Grade Level, Teacher s Guide, Previews Choosing the Right Video for Your Lesson Yearly Planning Table Bulleted Points to Consider Using School Videos Effectively in Your Classroom Lessons Video Integration Strategies Lesson Techniques for Implementing Video in Your Classroom Lessons Lesson Design with Video Addendums A: VIDEO RATING SHEET B: Answer Key to 7 Mistakes and Solutions table C: VIDEO TRANSCRIPTION

4 i INTRODUCTION This Expert Guide provides step-by-step solutions to the problems outlined in the video The 7 Biggest Mistakes Teachers Make Using Video in the Classroom. After viewing the video, fill in the worksheet on the next page with the 7 Mistakes and read on for solutions. By taking just a few extra steps at the lesson planning stage of your instruction, you will be able to teach your lessons faster and more effectively. The new research driven techniques will help you meet the goal of increasing student interest, retention and performance in your classroom. Please view the accompanying video first. It can be viewed or downloaded at

5 1 The 7 Biggest Mistakes Teachers Make Using Video in the Classroom (Fill in the answers after viewing the video.)

6 2 The Seven Biggest Mistakes Teacher s Make Using Video in the Classroom 1 The Seven Mistakes Hints 1. The biggest mistake teachers make using video in the classroom is not using it enough. 2. The second biggest mistake teachers make using video in the classroom is not using appropriate videos. 3. The third biggest mistake teachers make using video in the classroom is by just playing the video and not making it an interactive part of the lesson. 4. The fourth biggest mistake teachers make using video in the classroom is by believing Free content on the internet saves money and is legal. 5. The fifth biggest mistake teachers make using video in the classroom is not testing equipment before lesson and having equipment fail and the lesson fail. 6. The sixth biggest mistake teachers make using video in the classroom is not using the video to support objectives across subject areas. 7. The seventh biggest mistake teachers make using video in the classroom is not re-visiting the program to reinforce lesson concepts with visual images and audio sounds throughout unit.

7 SCHOOlvideos.com 3 Finding, Choosing and Using school videos and multi media in your classroom lessons will improve your goal of increasing student engagement in the classroom, the retention of concepts, and the overall improved performance of your class. 2 Finding the appropriate video Teachers often use entertainment videos from TV because of their popularity and price, but a PG rating does not mean Pretty Good for teaching! Take the extra time while preparing your lesson to find the appropriate video or multi media. School videos are designed by education professionals specifically for classroom instruction. Since the content is already matched to curriculum and standards, you save time while searching for appropriate videos for your lessons. You could spend hours on the Internet sifting through resources that may or may not be appropriate. Is that time not your time? Is your time not money? by 30 students divided by an average 5 year life = pennies per student and that s just for one classroom! + PLUS the time you save not having to search through inappropriate materials on the Internet. School video companies offer grade level identification, subject area and content objective information so you know what you re getting without having to preview the entire program before purchase (or being disappointed in content after the purchase). Grade Level First, look for the grade level of the video when searching. If it s not specified, it s probably not designed for classroom lessons and you re going to have to spend more time matching the content to your lesson. Teacher s Guide Next, look for Teacher s Guides included with the video. The Teacher s Guide should be an outline of the content and you should be able to identify if the video content matches your lesson objectives. Previews Finally, many websites for school videos offer previews. Use this resource to check content, appropriateness and quality. And remember, FREE digital clips from the Internet vs. a quality school video program? Let s see, a $30 video divided

8 4 The Seven Biggest Mistakes Teacher s Make Using Video in the Classroom 3 Choosing the right video Use your curriculum and textbooks to create an outline of your units in semester or trimester order. Use this table as a guide for finding and choosing the right videos or multi media pieces for your lessons throughout the school year. You will want to note the Subject Areas you will be teaching and then the specific objectives and/or standards to be covered in each unit. You will then be looking for Grade Level and Teachers Guides available with the video to match with your objectives. FALL Grade Level: Subject Area Lesson Objectives/Standards Video Title/Objectives match WINTER Grade Level: Subject Area Lesson Objectives/Standards Video Title/Objectives match

9 SCHOOlvideos.com 5 SPRING Grade Level: Subject Area Lesson Objectives/Standards Video Title/Objectives match Considerations to keep in mind while choosing a video for your lesson to keep you from being confounded: What is the grade level of the video? If it is not clearly noted, it may be too broad in content, for entertainment purposes or inappropriate for the developmental level of your students (either too complex for younger children or too simple for older children). A note on clip length: The younger the child, the shorter his/her attention span. A good rule of thumb is to double the student s age. For example, a 6-year-old can attend to something for about minutes. Showing a video in segments might be appropriate. When using a longer video, look for suitable divisions in the presentation as clips or pause points. Use these clips or pauses to have class discussions or interactivity exercises about the material just covered. A school video is a teaching tool and to be effective it should present information logically. When used in a unit and used for cross-curricular objectives, the video should provide images for you to build on. It can also be used as a hook to prior knowledge or link to concepts you have already taught. A good school video can also provide a great way to summarize or review your lessons. Look for video that illustrates the concept well. If a concept is not clearly expressed, minimal lasting retention is likely to occur. Chances are the student won t get it and there is little hope of comprehension much less retention. Re-stating or summarizing a concept before introducing a new concept will help avoid confusion. Use clips or pauses for summarizing, clarifying, expanding or re-teaching the information presented in the video that supports the lesson objective. Hearing concepts or ideas restated can clarify information that was confusing or confirm what is already comprehended. Videos should provide auditory and visual clues, and can provide written clues, to address the multiple learning modalities of your students in presenting new terms or vocabulary. Use video previews to determine if the presentation is interesting enough to keep your students engaged. Are there children in the video they can identify with? Is the information presented with variety or repetition? Is there humor in the presentation of information? Are there examples that tie new information or concepts to students life experiences? Do the graphics and music and animations make students more interested and more likely to remember concepts?

10 6 The Seven Biggest Mistakes Teacher s Make Using Video in the Classroom For a checklist in choosing the right video, see our addendum at the end of this guide. Now that you have the right video for your lesson, let s look at all the different ways you can use it. 4 USINg school videos effectively in your classroom lessons Do you know what a digital native is? They are today s children raised in a media and technology loaded society. They can be identified as students who pay partial attention, are proficient at multi-tasking, prefer graphics over text. They enjoy discovering information randomly rather than sequentially. They network with other students to find information. They respond to instant and frequent rewards. And they are probably thinking about checking their text messages right now! The last 10 years in education has seen a huge transition in student learning styles and a huge transition in how we teach to these new students. Education is recognizing the digital native s learning styles and is transforming instruction into a technology-rich and media-rich interactive environment. The consistent use of video also supports the learning modalities of your visual and auditory learners. Take advantage of their modalities to efficiently give them information instead of relying solely on print based materials. Keep your students engaged and maximize your time efficiency in covering your curriculum. By implementing research supported and technology driven techniques that integrate video and multimedia into your instruction consistently, you can make the most of the learning style of your students and teach your curriculum more effectively. Your lessons should start improving quickly and you should feel more confident in finding, choosing and using video in your classroom. Video Integration Strategies Designing effective lessons using school videos involves careful lesson planning. 1. What are the curriculum and/or standard objectives you are trying to meet? a. This is the basis of all your lessons. Being familiar with the objectives will help you choose the appropriate video for the lesson and the placement of your video pauses or clips for the best effect. 2. How can you present the video in your lesson to keep the students actively engaged in the lesson? a. Keeping your students in active learner mode is vital to using your class time efficiently and teaching the most effectively. b. Don t let them be passive viewers of media in TV mode. Design your lesson to keep them interested in the concepts so they stay in active learning mode. c. Remember, never just hit play and run a video from beginning to end and outside of a lesson.

11 SCHOOlvideos.com 7 Keeping your students in active learner mode is vital Design your lesson to keep them interested in the concepts 3. What connection does this lesson have to past or future lessons? a. The video should be connected to a unit or re- played across subject areas and not just dropped into the curriculum in isolation. b. c. By planning your units over the whole school year at one time, you can more easily choose which videos will go with which lessons and where you can make connections to past, future and cross-curricular lessons This planning method will also help you know when to have the materials, especially if you borrow from a media center. 4. What materials do you have available to support the lesson? a. Are you using a textbook, handouts, articles or worksheets? b. Familiarity with the support materials will allow you to decide the sequence more efficiently. 5. What activities do you have to facilitate interactivity during the lesson? a. Suggested activities in the Teacher s Guides offer relevant and easy-to-use exercises for interactivity opportunities in the lesson. 6. How are you going to introduce the lesson? Lecture, readings, discussion, experiments? a. Identifying your delivery will allow you to see the best placement of the video in your lesson. b. Match the video with the parts of the lesson it supports c. or design the lesson to follow the video points for sequential play. d. Identify the parts of the lesson where a pause in the video or playing a clip of the video will allow for prediction, review, introducing a new concept, discussion, clarification, etc. e. Make sure the video image supports the concept at the appropriate time during the lesson. 7. Try to highlight or emphasize parts of the video that you will use in cross-curricular lessons throughout the year. Use the video or clips to access prior knowledge or make a connection with. 8. How will you assess your lesson? a. How did the video support the objectives? b. What was the student response to the lesson? 9. Don t forgot, re-playing the video is a valuable tool in re-teaching, clarifying and/or summarizing the lesson based on your assessment.

12 8 The Seven Biggest Mistakes Teacher s Make Using Video in the Classroom Lesson Techniques If the video covers the lesson objectives, have the lesson follow the order of the video. If the video has specific parts that support your lesson objectives, use clips as a resource in the order of your lesson. If you can make a connection to previous or future lesson, use a clip or clips as a resource for that point or connection. When you are using video again in a different subject area, activate prior knowledge and make connections across the subject. You can even tell the students your making a crosssubject connection and discuss their relationships. Develop lesson concepts by building on information through activities and discussions including problem-solving, evaluation and summarization. Focus student attention with video imagery and sound that connect with lesson objectives. Show an object; show different variations of an object Show a different time period for history or literature Show a physical process Show a model of appropriate or positive behavior Class Discussion Pause the video often and replay the video to allow for class discussion. Ask questions. Make predictions. Pause for clarification. Build a hypothesis for the lesson during discussion. Ask students to share how they feel about the material. Let them explore their emotional response. Pause for review or summarization of the material to support objectives. Activate prior knowledge of imagery or words during discussion. As a Pre-Activity, use the video to show a process that will be used in a hands-on activity, like a science experiment or an art project. This also models appropriate behavior and expectations for students when they do the process. Link classroom discussion points to the video segments throughout the lesson sequence to enhance video integrated instruction. Make connections. Schema building Discussion and activities that allow learners to use knowledge they already have and to use their higher order cognitive skills to extend understanding of a concept or process, and thus their knowledge, are very important in designing your lesson and in assuring the success of your lesson. Note the time signature or time counter during the initial preview of the video on your media player on the important images or explanations to play at points in your lesson.

13 SCHOOlvideos.com 9 The Lesson Required Materials and Equipment ALWAYS check the equipment for playing your video ahead of time to make sure it will be operable when you need it during the lesson. Familiarize yourself with your player s controls and time counter. Objectives and Goals The video you have chosen should clearly present information that supports your objective. You should have previewed the video completely to ensure its appropriateness for your lesson. Anticipatory Set Let your students know what the lesson is about and why you are using the video. Discuss the relationship between concepts using diagrammatic tools to record student responses. Allow your pauses to be opportunities for prediction, hypotheses formulation, determining important details related to the focus question or objective, summarizing or clarifying information. Closure You can use the school video program that reviews and summarizes the program objectives for your lesson closure. Independent practice If you are using a DVD or CD-ROM video player, you can incorporate a re-play of the video in a small group or computer activity. Assessment and Follow-Up (Connections) Re-play video without the sound and have students tell what information is being covered. Evaluate impact of video use on your lesson. Were the students engaged in the video presentation? Could placement in the sequence of the lesson have been better? Introduce the video. Direct Instruction & Guided Practice The Final Note All your pre-planning and lesson design comes into play the most during Direct Instruction. Use video to focus attention on the lesson objectives. Ask a focus question. Introduce vocabulary and support with video images and audio of vocabulary words. Pause for discussion (see Lesson Techniques); pause at logical breaks in video. Worksheets, diagrams, tables and other exercises can be used to compare & contrast, synthesize information, identify relationships or connect ideas from the video. This Expert Guide was created to look at the problems and offer solutions in integrating video into your classroom. After reading through the expert guide, think about how you plan your lessons and about how the information offered can help you. By starting off with just a few techniques, you can analyze your planning and video delivery and determine what works the best for you. Then continue to implement using video in your lessons more and more and see the benefits and results that the research has already shown. We hope this video and Expert Guide to solutions will help resolve planning frustrations and ultimately save you time and money while delivering fantastic lessons that your students will always remember.

14 10 The Seven Biggest Mistakes Teacher s Make Using Video in the Classroom ADDENDUM A VIDEO RATING SHEET The following listed questions will help evaluate critical elements of an effective educational video that when used properly will enhance each lesson. As you review each video, evaluate it using the below listed rating system. Mark the box that best describes your evaluation of each element. Once this form is completed add the total score and mark it down in the formula below. 4=exceeds expectations; 3=meets expectations; 2=below expectations; 1=no expectations Does the video cover the subject matter you are trying to teach? X X X X a. Does it teach or reinforce the standards for the subject? b. Does it reinforce or expand on the material in your textbook? 2. Is the video grade level appropriate? X X X X a. Is the vocabulary appropriate and any new terminology explained in a way that can be understood by students at their grade level? b. Is the subject matter and presentation understandable to your students? c. Is the video the right length for the attention span of your students (about double the age)? 3. Is the information presented in a sequential, logical order (like a well-presented lesson)? 4. Are there hooks to prior knowledge, or explanations that link to prior knowledge? Or does the video provide a foundation for you to build on or draw from? 5. Does the video illustrate each concept effectively? 6. Are there transitions between concepts? 7. If the video is long, are there logical breaks between major concepts? 8. Are there summaries or reviews of the new information both during and at the end of the video? 9. Are new terms or vocabulary presented in text as well as verbally? 10. Is the video offering unique views that you could not easily provide in the classroom? 11. Is the presentation engaging? X X X X a. Is it interesting and/or entertaining enough to keep children watching and listening? b. Does it bring alive the information? c. Is music used to grab attention and enhance learning? Rating Formula - total score divided by 16 = video rating A true educational video that will support most elements of your lesson and will provide a foundation to learning will have an overall rating of 2.75 or higher. This is called a core-curriculum video. Any video scoring less is considered an enhancement video, and should be reevaluated for use in the classroom. Presented in association with 100% Educational Videos (800) and the University of San Diego (888) SchoolMedia, Inc. All rights reserved. For more information about this program and its sponsors, go to

15 SCHOOlvideos.com 11 ADDENDUM B Answer Key to 7 Mistakes and Solutions table. The Seven Biggest Mistakes Teachers Make Using Video in the Classroom 1. The biggest mistake teachers make using video in the classroom is not using it enough. 2. The second biggest mistake teachers make using video in the classroom is not using appropriate videos. 3. The third biggest mistake teachers make using video in the classroom is by just playing the video and not making it an interactive part of the lesson. 4. The fourth biggest mistake teachers make using video in the classroom is by believing free content on the internet saves money and is legal. 5. The fifth biggest mistake teachers make using video in the classroom is not testing equipment before the lesson and having equipment fail and the lesson fail. 6. The sixth biggest mistake teachers make using video in the classroom is not using the video to support objectives across subject areas. 7. The seventh biggest mistake teachers make using video in the classroom is not re-visiting the program to reinforce lesson concepts with visual images and audio sounds throughout unit. Finding, Choosing & Using Solutions Use consistently throughout the year as an essential tool in your lesson planning. Take the extra time preparing your lesson to find the appropriate video or multi media. The video is a tool in your lesson structure that uses imagery and audio to support objectives and build new concepts. School videos are professionally designed and licensed specifically for classroom instruction. The content is already matched to curriculum and standards, so you save time while searching for appropriate videos for your lessons. Part of your lesson preparation should be making sure the equipment is in working order. Take one more step in lesson planning and ensure a video or multi media enhanced lesson. Maximize your video resources by recognizing how they cross over subject areas. Connect video content to your whole unit. Play the video, or clips from it, again and again to cover different and cross over subject objectives. Repeating the video is an efficient method for re-teaching, as well. NOTES

16 12 The Seven Biggest Mistakes Teacher s Make Using Video in the Classroom ADDENDUM C The Seven Biggest Mistakes Teachers Make Using Video in the Classroom Transcript of Video (Lynell Burmark, PhD) Our youth has grown up with television. By the time a teenager reaches the end of high school, they ve watched an average of 22,000 hours of television. Compare this to the 12,500 hours that they spend sitting in the classroom. 1. TITLE SCREEN Not Using Video As Much As Necessary The Number One Biggest Mistake Teachers Make Using Video in the Classroom is not using it enough. Or, not using it consistently throughout the year. Super; Faster processing, Longer in memory The human brain processes images 60,000 times faster than text and studies show that our minds remember concepts built on images faster and longer than concepts built from text. Use the Tool Use the inclination of the 21st century student, who has grown up watching TV and using computers, to save instructional time and increase learning by using video and multi media as a tool in every lesson. (Dr. Burmark) When you sit in the typical chalk and talk classroom, it s like going down the freeway at 30 miles an hour. You have plenty of time to get distracted looking to the left looking to the right, and you have plenty of time to get bored. On the other hand, in a multi media classroom, it s like going down that same freeway at 80 miles an hour and you have to focus or you re going to crash and burn. Teach better Take the extra time and incorporate video and multi media into your lessons research shows it will make you a better teacher. 2. TITLE SCREEN Not Using Appropriate Videos The 2nd Biggest Mistake Teachers Make Using Video in the Classroom is not using appropriate videos. PG Pretty Good Teachers often use entertainment videos from TV because of their popularity and price, but a PG rating does not mean Pretty Good for teaching! Save time! Use well designed; Grade, Subject, Curriculum, Standards Take the extra time preparing your lesson to find the appropriate video or multi media. Save time by using school videos because their educational content is specifically designed for grade level and subject area to match your curriculum and state standards. Grade Level First, look for the grade level of the video when searching. If it s not specified, it s probably not designed for classroom lessons and you re going to have to spend more time matching the content to your lesson. Teacher s Guides Next, look for Teacher s Guides included with the video. The Teacher s Guide should be an outline of the content and you should be able to identify if the video content matches your lesson objectives. Always preview and plan Always preview the video during the lesson planning stage and decide how and where you re going to use it during the lesson.

17 SCHOOlvideos.com TITLE SCREEN Just Playing the Video 4. TITLE SCREEN Using Internet Video To Save Money Make it interactive The Third Biggest Mistake Teachers Make Using Video in the Classroom is by just playing the video and not making it an interactive part of the lesson. (George Pickett, University of San Diego) When you re doing, or you re playing a video, you re going to stop it. And what are your strategies for stopping the video? Is it for clarification? Is it for review? Are you indeed going to make some kind of other statement or bring in materials at that point and so fourth that you hadn t used before, or maybe you have used before and you re gong to review that? This is well planned and thought out and we really think it s important of the stopping the video and knowing why and when you re going to do this. Avoid passive viewing Never just play a video from beginning to end because it will invoke TV mode in your students and be a passive learning experience. (Jenny Horning, University of San Diego) Sometimes we think that classroom videos have gotten a bad rap. That people may think the teacher is just baby-sitting, maybe, Oh you re just pulling something off the shelf, you really don t know what s in it, the teacher s not sure that it fits with what they ve been teaching before. It s kind of taken out of context and just slotted into a particular 10, 15, half and hour, whatever time slot in the classroom. Through the 30 years that I ve spent in the classroom in various levels, I have seen teachers use videos over and over again, many different ways, and with great success. FREE! May not be! The Fourth Biggest Mistake Teachers Make Using Video in the Classroom is by believing all FREE content on the Internet saves time, money and is legal. FREE digital clips from the Internet vs. a quality school video program? Hmmm... let s see. A $30 video divided by 30 students divided by an average 5 year life equals pennies per student and that s just for one classroom! PLUS the time you save not having to search through inappropriate materials on the Internet. Grade, Subject, Objective Take back your time! School videos are professionally designed specifically for classroom instruction. Why use anything else? Since the content is already matched to curriculum and standards, you save time while searching for appropriate videos for your lessons. You could spend hours on the Internet sifting through resources that may or may not be appropriate. Avoid naïve theft The Laws: Educational Performance Rights: With digital sharing, violations of copyright laws and licensing agreements are increasing alarmingly. Teachers, not aware of the consequences of sharing, may face criminal prosecution as the industry catches up to the unique issues the Internet has created regarding intellectual property. Use the tool to; meet objectives, design lessons, initiate discussion The techniques for using video at different stages in the lesson are outlined in our Expert Guide.

18 14 The Seven Biggest Mistakes Teacher s Make Using Video in the Classroom 5. TITLE SCREEN Not Testing Your Equipment Before Lesson Test and avoid failure! The 5th Biggest Mistake Teachers Make Using Video in the Classroom is not testing equipment before the lesson and having the lesson fail. Have you ever had an equipment failure and skipped the lesson instead of trying again? Did you give up and fall back on the whiteboard and the textbook? Super; Protect your time Test! Test your equipment! Part of your lesson preparation should be making sure the equipment is in working order. Take one more step in lesson planning and ensure a video or multi media enhanced lesson. 6. TITLE SCREEN Not Reusing Video for Multiple Subjects The 6th Biggest Mistake Teachers Make Using Video in the Classroom is not using the video to support objectives across subject areas. meet cross-curricular objectives Did you buy a science video about habitats and only show it for one lesson about earth science? Why not let science or history be an opportunity to meet cross-curricular objectives? Connect Content, Access Prior Knowledge, Build Knowledge Base Maximize your video resources by recognizing how they cross over subject areas. Connect video content to your whole unit. See Expert Guide Connections techniques are available in the Expert Guide. 7. TITLE SCREEN Not Replaying Videos The 7th Biggest Mistake Teachers Make Using Video in the Classroom is not repeating the video program or re-using clips throughout the unit of study. Retention with Replay! Concept retention by students is one of the greatest challenges to the classroom teacher. Don t let the TV belief of already seen that prevent you from repeating the video you ve used in your lessons. Play the video, or clips from it, again and again for covering different and cross over subject objectives. Re-use to Remember! Use videos and clips with teaching techniques like summarizing, reviewing and predicting to help students remember concepts. (Dr. Burmark) So really, what we re talking about is transforming classrooms. Transforming them from places where students are bored and they re asking, Why do we have to learn this? To classrooms where the students are all engaged and they re asking Why do we have to go home? Remember, the images we share with students will be with them forever, not just for the test, Stop making mistakes! Download and print our Expert Guide for Solutions today! Learn more about VISUAL LITERACY View the entire 30-minute video online, or order your complimentary copy today.

19 SCHOOlvideos.com 15 Resources Lynell Burmark, PhD: Effective Teaching with Classroom Videos, SchoolMedia, Inc Visual Literacy, Integrating Media into the Classroom, Ginny Horning, Effective Teaching with Classroom Videos, University of San Diego. George Pickett, Effective Teaching with Classroom Videos, University of San Diego. David Denning, Video in Theory & Practice, University of Victoria.

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