I chose YouTube for three reasons:
(1) That's where the kids go for video. They feel comfortable there and have their own accounts from which they publish video outside of school. This allows me to model some digital ethics vis a vis what do you and what don't you publish on YouTube.
(2) That's where all the people are. There is a significant math community on YouTube and I am hoping to draw their attention and perhaps participation which would add value to the assignment in terms of authenticity and audience.
(3) Kids think TeacherTube is for teachers, not them. That detracts somewhat from the value added by publishing publicly online.
A number of people have left comments for my students on their class blog. Thank you so much for that. In one of those comments pirategirl mentions how slow TeacherTube can be. I guess we can add that to my list of reasons above.
As part of this assignment we talked about copyright and I emphasized that using copyrighted material (music) is considered stealing unless they have permission to use the content. Generally, I believe that using 30 seconds or less of copyrighted music falls under Canadian Fair Dealing guidelines. (If I'm wrong about this I welcome the correction.) As part of this discussion I pointed the students to Jamendo where they could find free music to use without worrying about any copyright infringements.
I'm really proud of the way they all dealt with copyright issues and how they credited all the sources they used. Click through to their YouTube videos (see below) to read the details they included not only in the videos but in the informational text that accompanies their work.
The day before the deadline for students to publish their videos one of them left this comment on their class blog:
Maybe JAMENDO should be my name =D
it helps a lot.. thanks..
STATUS: currently cutting down 1:30 to 0:30 s.... 0__o
I was particularly chuffed about that "status update." (See the short podcast below.)
The Videos & The Podcast
Here are the four videos that the student groups generated (the 30 second time limit did not include credits) followed by a brief podcast reflection we did on the last day of classes before the winter break. Give it a listen, this project isn't over yet ...
Ben and Zeph: Calculus Commercial
Kristina, Jamie, & Joyce: YE OLDE DERIVATIVE
Paul, Shelley, & Yinan: Team PSY Derivatives Commercial
Francis, Lawrence, & Justice: Calculus commercial complete
The Podcast Reflection
(Download mp3 file, 3.3 MB)
One of the things we learned was that 30 seconds is too short. The next round of videos will have a 60 second time limit. They'll all be published by the end of January. Stay tuned. ;-)