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Instructional Uses of Videotape;A Symposium

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Instructional Uses of Videotape;A Symposium DOCUMENT RESUME ED 043 627 TF 002 056 AUTHOR Nelson, Harold F.; And Others TITLE Instructional Uses of Videotape;A Symposium. INSTITUTION Speech Communication Association, New York, N.Y. PUP DA' Mar 68 NOTE 22p.; Reprinted from "Speech Teacher," Vol. No. 2, March 1968 AVATLAKE FROM Speech Communication Association, Statler Hilton Hotel, new York, N.Y. 10001 ($0.3!,,10 or more $0.30, prepaid) EDRS PRICE enRs Price ME-$0.25 PC-$1.20 DESCRIPTORS 'Audiovisual Aids, *Audiovisual Communication, Closed Circuit Television, *College Instruction, Discussion Experienc, Equipment Evaluation, Fvaluatic,n Techniques, Group Discussion, Instructional Aids, *Instructional Technology, Public Speaking, Sensitivity Training, *Speech Education, Speech Instruction, Teacher Education, *Video Tape Recordings ABSTRACT This collection of seven articles for the college teacher of speech relates soecific ways that videotape has been used in training teachers and in teaching the fundamentals of speech, advanced public spoakina, and discussion. /nclue,ed are articles by (1) Harold E. Nelson, who explains how videotape is used in college speech classes to aid in acauiring speech skills, (2) Samuel oecker, John Bowers, and Pruce Gronbeck, who present the advantages and Aisadvantages of using videotape to teach group discussion, (1) James v. Gibson, who identifies and evaluates some ways to use videotape in *hc. elucation of speech teachers,(4) nonovan J. Ochs, who describes an instructional unit on television used in an advanced public speaking course at n large university, (9 R.V.F. Peynolis, who discusses the technilues for utilizing videotape employed by a small college,(0 Adeline G. Firschfield, who explains a study using videotaped speeches for self-ratings, class-ratings, and ratings by a team of -fudges, and(") John H. Pennybacker, who discusses available equipment and sets guidelines for the evaluation of different types and sites of videotape recorders. (I'll) U S. DEPA RTfA 1111T OF litAtT11.10VC AT ION II WELFARE OFF OCR OF IDUCATION THIS DOCUMTINT HAS tEN REPRODUCCD sorts, AS 'TIMID /ROTA mot pi AsoN OR ORGANIZATION ORIGINATING 0 POINTS OP 5IIV1 OR OPINIONS STATED DO NOT NEM. SAPIKY UPRISEN, OFFKiAE OFFK1 OF EDU- CATION POSITION OR POLICY PIRVIISSPOH tO PEPRODuct Tmrs COPT RJGHli ttRiAL HAS SUN GRANTID INSTRUCTIONAL USES OF VIDEOTAPE: A SYMPOSIUM TO IRK AND ORGANIATIONS OPIRAING UNDER *DIM MENDE W.TH THI US c.rrict Of ItOT,:ATTONFuRtHIP REPRODUCTION Harold E, Nelson OGISID1 THE IRK SVSTIAT IttItuiRtS POI AIIISSRON 01 tHt COPYRIGHT °WWII 1. VIDEOTAPING THE SPEECHCOURSE EDITOR'S Non. The teacher of speech now ening. At Purdue University videotape has man)teaching aids athis disposal.In. mottling was used during the Spring fill nosators and salesmen ate most eager to Semester of 1964 in the beginning speech (N) classrooms'withthesetools. In face of these pressures the Important concern to those on course. It was found that "...video- .;ie filing lint Is how to Integrate the new ap taping of speeches svould be most val re\maths and Instrumcnis Into effective teach. uabletostudentsortheirsecond 4' Ing programs and how to use budgets wisely.speeches when they are over the initial This simposIum attempts to preside answers confusion of their first speech and are to some of these questions.It considers how just starting to think about the initial CI sacral successfulteachers have made use of %NU sidcotape. In the main the articles are inten criticism of their delivery."' The Air tionally practical andrelatespecifically how Force Acaci.,.. v has also used video -tap- sideotape has been used in tedching fundame4. ing in teaching speech, and the cadets tale of worth. adsanced p_sblic speakingdis- in response to a questionnaire indicated cussion. and teacher training. Two of the an thatthey found critiques were more ticks hale used an experimental approach. The meaningful when accompanied by the final one discusses mailable equipment. play-back of the sideo-tapts; 707 of the responses indicated fae playback NY innovation in the educational aided "very much" and :8% found they process is usually met with skep- aided a "moderate amount."' In a study ticism on the part of teachers that ale conducted at the Speeds Communication concerned with what these new devices Center at the University of Wisconsin or procedures might detract or do to at Milwaukee by Frandsen, Larson, and alter teaching effectivenesA. In the field Knapp, it was concludes' "The results of speech the use of atiiio taping is now of this study pros ide ad'.itional support, commonly accepted as a means that can both objective and s...sjective in nature, aid in the acquiring of speaking for the use cif videotape hi tindery-ad- Video-taping. however, is still subject to time speechinstruction, and strongly some scepticism by sixedi teachers as a suggest that the instructor effectiveness teaching aid. The question concerning as a communicator mays enhanced by the teaching effectiveness of this new using this suppotting device it he re- mode is a critical one, and is admittedly serves his comments until after the stu one that is difficult to evaluate. Not even dent sieves the replay of his own speak those who sell the videotape equipment ingbehavior.""At SouthernIllinois will claim it is a teacher but merely a john liendaton, 'Using Mirror TV to tool. Teach Speaking.' NA ?R lowurt, X111 Many speech departments have been Dm 100, using video-taping in their classes, and I Chester 4. Caton and George K. lecher, 'Teaching Speech with Telesision." N.4t3 Jour- in mein cases the results bast been heart.ma, VA' (Nos.-Dot. ig6s), *Paper preparedforpresentationatthe llaroid E. Nelson (Ph D., 'University of Iowa. fewifcrenct of the Directors of the Katie Cows, e9f;jisProfessor of Speech at Pcnnstittania of the Mid-Worm Uninrsitics;Lawrence, 1\11 State University. Kansas, tanner IS, 1967. Reprinted from: The Speech Teacher, Vol. 17, No2, March, 1968 Copyright 1968, Speech Association of America University a set of video-taped inform-discussions were played back to the en- ative speech models has been deveioped tire class to be critiqued and graded. By to aid in training teachers and students using a studio setup other than the class- to rate speakets.4 At Penn State speechroom we avoided having the class see instructors may use video- taping facili-and hear the initial taping as well as the ties on a voluntary basis. Both fixedplayback. However, some of the stu- studio and pot table cameras and record- dents claimed the studio taping was un- ing. equipment are available as well asrealistic in that it did not provide them trained personnel to man the equipment.with an audience. Other students liked In using any teaching aid it is neces-the studio set-up because they feltit sat y thatitmeetducequestions: helped pupate them for television ap- I)Is it of aid in better teaching andpearances in their later professional or motivating the student in acquiring thecommunity life, Most of the students skill being taught? a) Is it reasonably agreed that their speech faults became economical of instructor's time? 3) Is the more obvious when played back to them cost of the equipment within the range byvideo-tape.Many indicatedthey of the institution? did not believe the criticisms until they F.valuating how effective the use ofobserved them themselves. videotape is in teaching speech skills and Other student reactions included the how economical it is of instructor's time following: is the crux of the question. The author "... when criticizedI'll agree, but used videotaping as an aid in teachingwhen 1 see and hear my faults I'm more the basic speech course. The class wasapt to do something about it." asked on a voluntary basis if they would "I'd like to view the video tape scith like to use video-taping, and it was de-the instructor. The class siewings and cided to use it in a discussion assignment criticisms are too hasty." at the mid-point of the (noise. The stu- "I'm inclined to heed my own seem dents felt that a soup experience l ingly more realistic analysis of my speech ft.re the camera would subject them to after viewing the video tape as opposed kss "camera fright" than a solo perform- to the listener's unreasonable one." ance. However, none of them in relating their obsersl.t,ont later indicated that ". .I liked it in that it gave me a they experienced any undue anxiety bybasis for comparison." tit's taping situation. In order to econ- ". .. I'm not sure how valuable it is omize on class and instructor time thefor such elements as cottent or organi- four discussions (5-6 students on eachzation, supporting materials. etc., but it panel) were taped in a television studiois of help in checking on delivery." Outing class time. 11'hi'te the taping of "It is my opinion that the added ten- one panel was being accomplished, thesion cauxd by thisprocess and the other panels were organizing and pre-trouble it entails in organizing is not paring for their taping with the helpevenly balanced by the small benefits it of the instructor. After the videotapingdelivers." had been accomplished, the four panel "... frequent taping would eliminate curiosity and novelty and make experi- Robert I.Kibkt, Lang L Ratter, and Roy if. Enoch, The lkitloptivni and reclini.ence more objective ani beneficial." ;nary Awcinitnt of a Sct of Video taptd in. .'.. helpsme to see your point and infinitive Speech Models." Central States St ash Journal, XVIII (Soittntxt 10;) 2;5. I hope it''so helps you to see mine." In tic vse of video-taping, these ten-less concerned with themselves. Many tative conclusions also seemed justified.students spent more time in preparation The easiest faults to point out in bothfor their video taped speeches than for face-to-face speaking situations as welltheir usual classroom speeches.
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