Online Media K-12

My students loved the idea of trying something that very few other students were doing. Some of my students even benefited from watching and re-watching videos. Even so, we used it sparingly. We never moved to an entirely flipped classroom that required my students to watch lecture after lecture, day after day, by video. Even so, when we did “flip,” it felt more like we were juggling the traditional lecture around than moving forward into a new learning paradigm.

Here is my attempt to convert a poem by Jorge Luis Borges into an Animoto music video with my images.

The site’s text blocks have a limited number of characters so students must write concisely and succinctly.

The visual, audio, and textual elements in producing the videos help students produce visual messages and strengthen visual literacy skills.

ocabulary study tool. First she created a private Google Group for her students. After each student is assigned a vocabulary word, they locate pictures on the Internet that represents their word. After pictures are uploaded to the site, they add text for a title, definition and pronunciation of the word.

With a little experience, making an Animoto shouldn’t take much more than 15 minutes. Oftentimes, loading the pictures takes longer than creating the video.

Get out the digital camera and start taking pictures.

This past week, students at one of the schools where I work were transferring their poems to the sidewalks surrounding the school with sidewalk chalk. It is a great activity, and we decided to make a video with the pictures that were taken. This video took about 20 minutes to make.

NASA Digital Learning Network