[senit] video with respect to students at early P levels

David,

thanks Sean. In this case some students do not appear
to notice their image on the video when the camera
stays for 5 minutes or so on their face close up, or
allows them to be seen with their natural relex
movements (head/occasionally arms) . Levels approx
P1i. Students at slightly higher levels will very
occasionally pay attention fleetingly in a simlialr
context. With animated software it is similar. What I
want is some means of enhancing the image on the
screen when seen in live video - eg if when their live
image is on the screen i could cycle through differnt
background colours that would be an idea. not sure how
to do that with a video camera. Playing music from the
tv at the same time as showing live video may help a
bit. projecting it onto iwb doesnt help as the viewing
angle is too great for them and the contrast is poor
comapred to watching live video on a tv monitor. what
might need is some electronic box to put between the
camera and the monitor in order to adjust the
visual/colour/contrast . bit like a visual sound beam
maybe. does such a thing exist. Back to more mundane
ways- maybe facepaint/ flourest face paint? might work
better than hats. mirrors are used but they dont
respond to those either. all this is not to
generealise of course just to get onto a workable
path.
cheers
david
--- Sean O'Sullivan <sean.frankwise at easynet.co.uk>
wrote:

> David,
> 
> watch out for generalising as to what each
> individual student might  
> respond to, it's likely to be just as varied for
> those with profound  
> learning needs as it is for our students working at
> higher levels of  
> achievement. There are so many variables as well
> within it all, such  
> as what sort of music did you try, what level of
> volume, was it via  
> headphones or speakers, with or without a good heavy
> bass?? What  
> works for one person won't necessarily be liked by
> another.  
> Animations - how colourful were they, how fast
> moving, was the action  
> contained within an easy space to monitor or spread
> all over the place?
> And then there's the question of how we interpret
> their actions and  
> comprehension based on how we might behave
> ourselves. So whilst we  
> may think that hats etc will help them to spot
> themselves, don't  
> overlook that some pupils may find features like
> that add  
> distractions rather than assistance. Be open to
> exploring what the  
> technology can give us, such as simply zooming in
> much closer than  
> normal TV/video tends to show us for people, maybe
> try adjusting  
> colours to either add impact or simply to explore
> each pupil's  
> personal preferences that might encourage them to
> pay closer  
> attention. Perhaps linger on the face for longer
> than an average soap  
> opera would (just as you might give a pupil such as
> this more time to  
> respond to your communication), try connecting the
> camcorder to a  
> projector and throw the live image of the pupil up
> on a wall or  
> screen, so that he/she may make the connection of
> seeing themselves  
> and linking immediate changes to their own actions,
> however small.
> 
> Sean O'Sullivan
> sean.frankwise at easynet.co.uk
> Deputy Headteacher
> Frank Wise School, Banbury
> http://www.frankwise.oxon.sch.uk
> 
> http://www.parkroadict.co.uk
> 
> 
> On 3 May 2007, at 12:52, david fettes wrote:
> 
> > hello, I think Richard Walter on this list,
> commented
> > that some students working at very early p levels
> > responded better to animation than video .
> >
> > Video definately doesnt capture some of their
> > attention. Adding music helps. having it live on
> TV as
> > recorded helps .  Now as for what to video- just
> their
> > faces doesnt seem to be interesting, some cant
> wave.
> > So to start to recognise that its them in the live
> or
> > recorded video- have tried dramatic hats. Any
> other
> > things/props can use to get them to realise that
> its
> > *them in the video?
> >
> > thanks
> > david
> 
> 


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