(Text | Wang Renqian Jiang Lichun) Micro video resources are an important part of the network learning platform. It is an excellent mode for handheld terminals to conduct fragmented learning. Because the recorded files are small in size and time is short, they often come straight to the point of learning, and they are easier to publish on the Internet than the recorded courses produced by the recording system. Therefore, many teachers are trying to record on their own. Video, the well-known Khan Academy pioneered a new model of teaching era, driving more and more grassroots production of a large number of educational micro-video uploads to online platforms, and inspired more and more technology companies to "learn online. "Field exploration attempts. Similarly, 2013 began to attract worldwide MOOCs. The core part of the MOOC is also a web course made up of a large number of micro-videos.
There are many ways to make micro-video, some use the recording and broadcasting system to segment and record, some use the handwriting tablet to write directly, and some are simpler. Use the capture software directly to screen the PPT. Each of these methods has its own uniqueness. In different recording environments, it is generally possible to produce practical micro-videos. The author here is to introduce the use of snapshot device to make micro video.
Nowadays, in school multimedia classroom equipment, many schools are equipped with snapshot devices, which are mainly used to replace the originally bulky physical booths. Snapshot instrument is small and exquisite, USB connection, easy operation, high-definition video, a good solution to the physical projection of classroom teaching. All Snapshot instruments have a self-developed operating software, which can record the operations on the physical stand as video files and save them on the computer. The author particularly noticed that a snapshot meter equipped with our school can record teachers on plain paper. During the writing process, the recorded micro video reaches the HD format and can be directly output to the FLV streaming media format. And this is the most popular video file format on the Internet. It can be directly uploaded to all kinds of video websites without any format conversion. Desktop computers and tablets and most mobile phones can be played smoothly. So we made the following attempts under the unified guidance of the audio-visual center:
First, try to make it and practice its feasibility
We did some tests and found that the snapshot device has the characteristics of light weight, simple recording, clear video, and high cost performance. Teachers in the office or at home, as long as the environment is relatively quiet, you can quickly record a good micro-video, even if the recording is wrong, as long as the re-recorded, the training time is very short, most teachers can get started directly.
Not just writing directly on plain white paper, teachers can also come up with various interesting ways to record micro video. For example, the white paper strip that cuts the test paper into one question and lays it on another white paper and then writes the problem solving process directly on the white paper has the advantage of not having to manually write test questions and graphics; similarly, it can also be It is very convenient to use a white paper to block the exercise volume or textbooks from the parts that are not to be displayed, and then write the problem-solving process directly on the white paper. Of course, there are also lazy, that is, the problem-solving process is written directly on the blank test paper. When the problem is solved, the recording is paused, the question is changed, and the next section is recorded. In short, the recording method is very flexible and varies from person to person. After a teacher arranges assignments every day, she goes back to the office and records the parts that need to be developed in a timely manner as micro-videos and publish them on the website. This not only cultivates the students' online learning habits, but also improves the students’ ability to study independently.
Second, the actual operation contrast, to play its advantages
Compared to direct writing, the micro video produced by using the snapshot function of the snapshot meter is much more beautiful. Open the snapshot function of the snapshot meter and demonstrate on the screen that the PPT, FLASH, Geometry board, or simulation laboratory courseware has been prepared, while demonstrating and explaining. If the teacher needs, the snapshot meter also supports the addition of a camera window, much like the popular MOOC micro-course. Because it is based on the snapshot meter recording, it can be switched to the stand state at any time in the recording process, inserting handwritten text and graphics, this function is much more convenient and practical than the software-only video screen in the general sense.
Because the screen recording function is very powerful, the clarity of recorded video is also very high, so some teachers use it for video cutting software. A live recording course is played on the screen, and the recording function is intercepted one paragraph at a time. Each paragraph is supplemented with appropriate commentaries or handwritten texts, or a PPT explanation constitutes a very good micro-course. Editing video in this way can be said to be the most intuitive and simplest method. All teachers can quickly master it. Compared with popular video editing software on the Internet, it can be described as a short-term and fast technique. Of course, this method can not produce shocking movies and television, grassroots play, for online courses is enough.
Third, explore potential and expand its application
Another very interesting feature of the Snapshot meter is the ability to record a live demo of the micro video. The physical demonstration here is not limited to the physical recording on the traditional booth. In fact, it is more like a fixed-focus miniature camera. Because there is not a lot of technical bottlenecks, the average teacher can use it to conveniently record some physical micro video. Physics teachers use the most, they are usually used to record some desktop experiments or micro experiments. For example, there is a teacher recording a micro-video of the microscopic experiment of liquid surface tension: a small iron ring is in the middle of a thin thread, soaked in soap liquid, a layer of soap film on the iron ring, and the teacher uses a seam. The soap film pierced the side of the needle, and the thin line was pulled to the other side by half of the film that had not been pierced, showing the existence of liquid surface tension. This kind of miniature demonstration experiment, if you do not rely on the snapshot meter, students can not see clearly in the classroom. Now, the teacher put the experimental micro-video on the Internet, students can watch it repeatedly, and they can also imitate the operation. There are also many electrical demonstration experiments, especially the circuit connection and other experiments, which were all recorded by teachers as micro-videos. As a good experimental assistant courseware, they were welcomed by teachers and students, and the click-through rate soared. If these demonstration experiments are made with FLASH animations, it is by no means an ordinary teacher to be competent. Now it is much simpler.
Fourth, promotion and application, improve the teaching effectiveness of various disciplines
The application of the physical recording micro video function in other disciplines is beyond our expectation. Originally thought that only science teachers would prefer this micro video production method, but after the snapshot meter training course, almost all teachers in the disciplines moved. Facts have proved that the wisdom of grassroots is endless. Here, picking a few flowers maps out the flourishing scenery.
1. The teachers of the arts discipline recorded a large number of simple and microscopic videos, a brush, a blank sheet, a pen, a flower, and a face on a piece of paper. It is no longer a difficult task for students to repeatedly watch and copy things.
2. The micro-videos of music scores recorded by teachers of music disciplines, and micro-videos of clarinet playing fingerings and techniques, inspired our ideas. We communicate with the teachers of the comprehensive discipline and hope to record the production and practical techniques of some comprehensive subjects as micro-videos, which preserves the life-long research results and skills of these teachers and leaves valuable learning resources for the students. .
3. The teacher of the Chinese language used the screen-recording function to produce a beautiful PPT, accompanied by background music and the recitation of teachers, and recorded the ancient poetry series micro video. Once the teachers’ creative desire is inspired, it is like the water of the Yangtze River.
4. The science division of primary school was divided into the division of labor of the central group to complete the micro video of all micro experiments of the primary school science discipline. Teachers use various utensils in daily life to set up an experimental environment, record the experimental steps in stages, and provide students with very good learning cases for grouped experiments. At the same time, they provide students with an experimental simulation of courseware.
These are all our attempts to use the snapshot device for micro video production. We believe that with the smart talent of teachers, we can further discover more and better application methods. In the future education environment, online learning is an important learning method. The learning of mobile terminals is more inclined to fragmented learning. Therefore, how to easily and quickly produce a large number of micro-videos is a key link. The application of snapshot instrument is a good attempt, let us move together, and contribute to their Khan Academy.