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Mobile Device Video Recording

Introduction: I hold an entire professional development class to teach our professors the many options and variable uses of the video recording feature of smart phones. Mobile learning with a tool like this fits the Horizon Report’s (2016) mid-term and long-term trends by transforming learning spaces and developing creative learning spaces. The analysis of this tool focuses on the power of mobile devices as video recorders to create content in conjunction of providing multiple means of representation, engagement, and expression. Below is my SWOT analysis from over 20 years as a video production professional and 4 years using video in higher education.

_{Images courtesy of: Pixabay ©Pixabay 2019.}

UDL Principles: The mobile video feature of phones allows for recording and streaming. These features are a powerful tool for representation, expression and engagement.
Representation: Video creation provides numerous opportunities for student centered content that allows for multiple forms of representation. Teachers can record lectures, assignments and feedback. Students or instructors can create videos for web, PowerPoint, lecture, or other activities to illustrate through multiple media formats. Videos that assist with translation, instructions, or understanding can provide options for comprehension. One can create video or audio clues or quizzes to highlight features or generate critical thinking. On-location video and audio content can assist with visualization. Information can be conveyed through through live, recorded or streamed media.
Action-Expression: Video projects, skits, plays, and storybooks provide options for expression and communication. Vlog style responses can be created for interpretation or communication of ideas. Video and audio recording can create opportunities for exploration of ideas and learning that supports planning or facilitates information management. Can show strategic thinking through re-editing of clips or provided content to encourage construction. Concerns, revelations, or other information sharing can go onto video message boards, classroom discussion forums, or other means of communication. Students can create video projects that show the process of doing their work to show planning and strategy development.
Engagement: Group projects, video feedback. Content and commentary expressing personal experience or interest. Video analysis of objects, ideas, or locations can go on in or outside the classroom to generate interest and engagement that is student activated. Self-guided learning through user created video can create relevance and value for ideas. Those who are scared of public speaking or ridicule can represent themselves beyond traditional submission or presentation by recording their work to reduce threats and distractions. Video of cultural engagement or personally relevant experiences provides diverse means of expression. Posting video to web for feedback, video collages or message boards. Engagement can by stimulated through video chat, face time and video messages that can provide instruction, assistance, or analysis. Video assessments, rubrics, or content review.

Classroom Applicaton: For instructors: Projects, field trips, and other activities can be recorded or live-streamed to another class. For problem solving assignments students can be given the option of recording their process to show their work or explain their reasoning. Students can teach the class by creating “how to” videos or mini-documentaries highlighting a topic. Topical speeches or presentations can be pre-recorded. Students can go to a museum and report on a piece of art or history. Lab activities can be recorded to show the steps involved. Math work or other types of step-based assignments can show strategic thinking and self-expression beyond paper and pencil.

Strengths	Weaknesses	Opportunities	Threats
Cross platform. High penetration of smartphones/mobile video recorder. Easy to use. Diverse uses. Multiple sharing options. Personal. Audio/video. Student controlled. Minimal start up. Used in any area of study. No special software. Does not require Wi-Fi or high speed. Usable at home. Video chat. Live streaming.	Requires smart phone/mobile recorder. Best with high-speed data. Cost of device (if not owned). All devices not equal. Distraction. Device bullying. Economic gap.	Creative expression. Group or Individual projects. Review/Assessment tool. Used in conjunction with other projects. Enhance in or out of class activity. Proof of work. Record lectures. Live or prerecorded work. Connect with students or classmates.	Cost. Limitation of phones in school. Stigma of students on phones in class. Availability for all students. Parental resistance. Underage appropriateness.

_{Images courtesy of: Audacity Copyright © 2019}

Introduction: Audacity is a free, feature-rich audio editing program that is cross-format. As a multi-track editor, you can add multiple sources of audio like more than one microphone and add music. Audacity lets you record content through the app and edit that or existing audio. The many features allow educators and students the ability to create content. Instructors or students alike can use Audacity in conjunction with many of the tools in this repository to expand on the application of UDL principles. Below is a list of how Audacity supports UDL and some class room activities for a variety of uses to coincide with the multiple means concepts of UDL.

UDL Principles: Similar to other content creation software this program allows students to express, engage, and represent themselves in a variety of ways. Students can record audio anywhere and edit it with Audacity. Audacity allows students to be producers of their content. Representation: Teachers can allow students to manipulate or create audio content. By recording a variety of different audio clips or downloading them online, students can use Audacity to represent themselves through sound. Edited audio can be combined with other submission forms and assignments for multiple means of representation. Can be used to record or edit lectures. Content can be edited into sound bites and sorted into ways that are meaningful to the student. Provide videos and images for web, PowerPoint, or lecture. Create video clues or quizzes. Editing video assessments and feedback. Multiple means of sharing a personal journey or group understanding by combining narration with existing audio that represents their feelings or understanding. Able to edit audio montages or sound-boards. Action-Expression: Edit audio clips, music, or lecture content. Record or edit Q and A sessions that provide students multiple ways to respond. Create audio podcasts that explore ideas, assignments or topics. Record and alter relevant audio. Add music to presentations by combining with other tools in this repository. Students can express themselves by combining audio and narration from audacity with video, graphics and other forms of expression like PowerPoint or ShotCut. Strategic thinking through re-editing of clips or provided content. Engagement: Group projects with audio submissions and peer feedback. Professors can provide repositories of lectures and themes. Create audio skits or edit existing audio created by other groups or students. Group activities and interactions can be edited or recorded. After a project is completed, students or teachers can express lessons learned through audio that is then shared to a course website or message board. Edit existing content with personalized or group commentary.

Classroom Applicaton: Students can fill UDL principles by finding audio on-location or online that expresses cultural engagement or historical representation. (ex. Recording music from a fair like The World of Nations). Any assignment can be turned into a podcast or audio submission. Even problem solving can turn into a student narrating their problem solving that works in conjunction or stand-alone to traditional hand written submissions. Students record audio from tours at museums or monuments, edit, add commentary and submit to create a deeper understanding of content that is more relevant to their interests. Audio skits or theater of the mind assignments can provide multiple means of representation, expression, and engagement. Use it to create audio quizzes where students are given a whole clip that’s out of order and they have to edit the audio into the correct sequence to tell a story, historical event, or scientific procedure. They can even add commentary along the way to explain why they did the edits they did.

Below are just a sampling of links on how to use Audacity in the classroom.

• 10 ways to use Audacity with your Students
• Audacity Teacher Training Video
• Teaching Students How to Produce Their Own Podcasts
• List of Pay Classroom Activities for Audacity
• List of FREE Classroom Activities for Audacity

_{Images courtesy of: Audacity Copyright © 2019}