Topic 1 - Applications of technology in educational contexts: Introducing Adobe Spark Video

In Week 1, we learnt about applications of technology in educational contexts. For this weekly assignment, we worked in groups and reflected on successful uses of technology that enhance or learning. For our group, we have selected and presented the Adobe Spark Video.

We first introduced the major features of this powerful video creation tool. Then we discussed the advantages and disadvantages of using Adobe Spark Video in the educational context. We also included some comments from different users' perspective such as teachers and students about their views of how they think about using Adobe Spark Video in teaching and learning.



Our Presentation - Introducing Adobe Spark Video: 

Arti (Create the Spark Video, Introduction - Educational Benefit, Process & Features)
KEUNG Hoi Lam, Sharon (Advantages)
Stella  (Disadvantages)
Matthew  (Opinions/ Reflections)
LI Kwok Leung, Cedric  (Conclusion & Referencing)

We would like to introduce the Adobe Spark Video for the effective teaching and learning based on the idea that learning with picture and text at the same time is more effective than only with the text (Mayer, 2002). Then later development of this teaching tool we have interactive video and streaming video showing that learners are more active to construct their understanding from the learning activity in classroom teaching (Bridge et al, 2009; Zhang et al, 2006).

Starting from these points, we organise the presentation with the following 5 parts to talk about its basic application under our experience:

1. Introduction: What is Spark Video
2. The advantages
3. The disadvantages
4. Opinions
5. Conclusion

Introduction: What is Spark Video 'The Educational Benefits'
To begin with, the educational benefit of Spark Video is that it is easy to create. It focuses on two key learning areas; technology education and English language education.

Moreover, an educator can design different tasks for students; individual tasks or group tasks and the final product can be assessed through formative assessment by the educator and peer assessment.

Last but not least, it focuses on improving generic skills such as collaboration skills, communication skills, creativity, critical thinking and information technology skills.

Steps on How to Create a Spark Video:
1. Download Adobe Spark
2. Sign up
3. Log in with Facebook or Google
Features:
- Add a title
- Choose a template
(In any order)
- Choose a theme   
- Add visuals
- Add text                 
- Add your voice & music
- Choose a layout
The Final Step:
- Preview your video & share your story

The advantages
First, the Adobe Spark Video is easy to use. Different design templates are available for learners to choose and use in their own video. Learners can also select one of the pre-loaded story structures which will guide their creation.

Second, this tool helps to engage students in the learning process; students can learn by creating text and multimedia content in a group and use their creativity to construct and present their ideas and thinking. It helps to strengthen students’ peer collaboration and creative thinking skills.

Third, teachers can also invite students to share their videos in class which helps sharpening their presentation skills as well.

The disadvantages
As we all known, nothing is perfect. Although this application has so many advantages, there are still few limitations.

First, the chances are that spark video may affect students' interest in learning.  when we use this video to facilitate our teaching too often, it is likely that this video becomes a distraction for students, which make students may feel bored and weary.

Second, this application cannot collect and reflect student's ideas simultaneously like google doc.

Opinions/reflections
Let's have a look at the comments/reflections from the users:

• "Thumbs up! The app is intuitive and very easy to use."
• "Camera roll finally." (!)
• "It runs in a web browser, so it should work on any platform."

Conclusion

In the beginning of this part, we conclude the main features of the tool from the above discussion. Then we propose a method for teacher to use it effectively and finally think about how to improve the application.

The reason why we bring in the Adobe Spark Video is that this tool is based on, firstly, the idea of Richard Mayer that learning with picture and text at the same time is more effective than only with the text (Mayer, 2002)

Then follow the development of the online video technologies like interactive video and streaming video, the studies show the effectiveness with the use of these tools in traditional classroom teaching (Bridge et al, 2009; Zhang et al, 2006).

We propose with the thinking of information literacy or meta-literacy that should have a clear goal when using the video in teaching. Someone who is information literate should know how to…

• determine when information is needed  —  information selection
• access information using a range of tools  —  application selection
• evaluate the information through critical thinking and analysis  —  information evaluation
• incorporate information into something new through a synthesis of materials  —  information-integrated creation

All of these abilities can be trained in video production. The point is to make sure the learning objective in each step of the production.

Reference:
Bridge, P. D., Jackson, M., & Robinson, L. (2009). The effectiveness of streaming 
video on medical student learning: a case study. Medical education online,
14(1), 4506.

Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & research libraries, 72(1), 62-78.

Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation,
41, 85-139.

Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video
in e-learning: Assessing the impact of interactive video on learning
effectiveness. Information & management, 43(1), 15-27.

Reflection of group members:

In this digital age, ICT (Information and Communication Technology) plays an essential role in our lives. It also drives innovation in many different spheres of life, and therefore, the role of education in promoting digital literacy and innovation is critical (OECD, 2016). In this lesson, I have learnt that in the application of technologies in educational contexts, different technologies have their own potentials, affordances and constrains that make them more suitable for certain tasks than others. In this weekly assignment, we were asked to introduce a successful case of using technology in educational context. In the beginning of this challenge, I have given a few examples of using different learning tools such as Evernote and Kahoot!, and other group members also suggested some other e-learning tools. Our group then engaged in a discussion of how these e-learning tools can be applied in the educational context. 

Eventually we chose to introduce Adobe Spark Video which is a video creation tool/slide presentation tool. The reason why we decided to choose this tool is because it is very easy for teachers and students to use. According to the TPACK Model (Koehler & Mishra, 2009), an important part of Technological Pedagogical Knowledge is an understanding of the affordances of technology and how they can be leveraged differently according to changes in context and purposes. After a few try-outs using Adobe Spark Video, I have found that it can help to support individuals in presenting their own ideas, as well as collaborative learning as students can work in groups. Students can use their creativity to create their own videos or simply use the preloaded story structures or templates for presentation. Yet, there are some constraints of this tool; Adobe Spark Video might not be suitable for younger students, such as lower primary school students. For younger students, teachers may need to spend more time to scaffold students to be familiarized with the use of the tools. 

Reference: 
OECD (2016), Innovating Education and Educating for Innovation: The Power of Digital Technologiesand Skills, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264265097-en
Koehler, Matthew J., & Mishra, Punya. (2009). What Is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education (CITE Journal), 9(1), 60-70. 
- Sharon