THE VALUE OF VIDEO-RECORDING AS A TEACHING TECHNIQUE FOR BUILDING SYSTEMS CLASSES

INTRODUCTION

A few months ago, this author became very interested in the thought of being able to video record certain projects on the way to work, then play the videotape back to the building systems class at the University. This concept was further encouraged by the fact that students from the building systems class were having more difficulty than usual getting permission from the contractor and owner to prepare jobsite reports. This was caused mainly by fear of liability for potential accidents that might occur if students were allowed to visit the jobsites. Video recording appeared to be a good technique for bringing new and current information of a visual nature to students. Since that time two publications have driven home, in my mind, the need for better use of classroom time in Building Systems classes and in Construction Education.

In a 1986-87 issue of Educational Research Quarterly an article appeared dealing with "Classroom Time Use". The author, Mrs. Aideen Honzay, drove home the point that it isn't how long we are in class, but how well we as educators use the time we do have in class that makes well-educated persons.

The second publication that caught my eye was the Presidential Address of ABET (Accrediting Board for Engineering and Technology) annual meeting presented November 12, 1987 by Gordan H. Geiger. In this publication Mr. Geiger states that "we have fallen down... in implementation of new technologies". We, in his case, meaning Engineering and Engineering Technology. It appears we can apply these same thoughts to Construction, Education, particularly when we see the Japanese and Sweedes invading our country with homes for sale at competitive prices. Mr. Geiger goes further to state that unless quality of education increases in secondary and post-secondary education, the United States may very well become a third world country.

These two author's statements struck nerves and I began to see "The Value of Video recording as a Teaching Technique for Building Systems Classes" in a much wider perspective.

WHY USE VIDEO RECORDING?

There are many reasons to use video recording in building systems classes. Some are:

Better use of time

Example: Jobsite visits

To take a class on a jobsite visit takes about an hour and fourty minutes. This is a problem when class periods are either 50 or 75 minutes.

Time is eaten-up going to the site and in returning to the University. If you have a video-recording of the site or of the subject, time can be better used in the classroom and information presented more clearly.

Easier to show what you are trying to relay to the student

It is difficult to find a jobsite at the ideal stage of construction for the subject you are presenting oftentimes. A good example might be cabinetry. Unless you can find a site in close enough proximity to the University for the subject you are presenting, you must choose another method of presentation. An ideal method in many cases is a video recording.

Reduces fear of Contractor/Owner Liability

Some Contractors and Owners do not want students visiting their jobsite due to the fear that the student will have an accident and perhaps file suit against the contractor and/or owner. By using videotaping far less students and professors visit the site. Contractor/Owner liability and fear of liability is reduced.

Consistency of Presentation

Whether you purchase video-recordings or produce them yourself, you are assured of being more consistent from one class to the next.

ADVANTAGES OF USING VIDEO RECORDING

DISADVANTAGES OF VIDEORECORDING

Time consuming

It is time consuming to find a site at the stage of completion needed to present information you may want. It takes time to get approval to film the site, write the script, layout the sequencing of the shots, edit the footage shot, then perhaps reshoot segments to complete the video.

Initial cost of the equipment

It may be difficult for you to obtain two to six thousand dollars to begin your taping of jobsites.

Maintainence of Equipment

Equipment will need cleaning, adjusting and probably repairing. You must decide who will pay for these costs, and how will their down-time affect your classroom presentations.

Hiring video helpers

If you hire someone else to videotape what you direct, this can be costly. Our Broadcasting department charges twenty-five dollars per hour for a video-camera with an operator, and thirty dollars an hour for editing services.

Television Monitor may not be large enough for all students to see clearly.

Most monitors are 25" of 27".

EQUIPMENT NEEDED

If you desire to produce videotapes for your own use in building systems classes you will need the following basic equipment:

It will also be good to take along much patience, persistence and an open mind.

Video camera

There are many good video cameras on the market today. You will want to select an 8mm or VHS camera for easiest use. The 8mm seems to be the easiest to edit. Of the models the author tested, the 8mm had some advantages which included better still shots, better slow motion playback and easier to handle. The cost of both are comparable with the same features.

On the other hand, an advantage of choosing a VHS video camera is that VHS video players are more abundant. Also, most video tapes that you may purchase or borrow from publishers and materials manufacturers are on VHS.

Some characteristics to consider before purchasing a video camera:

Tripod

Characteristics to consider:

Television monitor/receiver

A good monitor that can be kept in the department is a must. This gives faculty within the department quick access to the video library. A 27" monitor is probably good for most classroom uses, with classes up to about 35 persons. Classes larger than this may need a larger and more expensive screen to view videotapes on.

Characteristics to consider when selected the monitor:

Most have audio/video inputs which some say gives about a 20% sharper picture

Size of screen (usually 25" or 27") Quality of picture Reliablity of product name Who will service product purchased

Video Editor

You will need a video editor if you decide to group footage shot at different sites into one film (such as framing, stairs, etc.), or if you want to eliminate shooting errors from the eyes of the viewer. The 8mm video seems to be the simplest to edit for educational use.

Three additional pieces of optional equipment that you may want to consider purchasing, which enhance the quality of your finished videotapes are:

Video Generator

With this devise color corrections can be made to enhance the picture. For instance, skin tones can be corrected while the video is playing. You may brighten or darken a tape; add or delete color; fade to black and white and back to color; fade sound in and out; wipe screen like raising or lowering a curtain in color; change colors of scenes; and, add music or dialog to scenes.

Picture computer

The picture computer is particularly good to use in building systems classes because it has a line sensing devise. This devise looks like a 4" x 6" piece of flat glass which when slid over a page in a book, magazine, newspaper, photograph, map, drawing or any artwork you choose copies the image and overlays it onto your video image. When this is accomplished you can show a picture of a site and the detail that corresponds to it from the plans.

Digital super imposer

With the digital super imposer you use letters, signs, typed or handwritten characters, any black and white artwork to create video messages. You may freeze a video image or title and superimpose it over another. You may superimpose mood music or use voice messages on your video.

BUILDING A VIDEO LIBRARY

A good technique to improve and enhance the quality of teaching in university programs in construction education could be the building of a video library. The physical space doesn't have to be very large, but does need to be well organized.

Tapes stored in the library need to be easily accessible to all professors who will use them. Tapes need to be cross-referenced by subject and alphabetically, if possible. Each tape needs to have at least the following information typed on it.

An inner room in the building may be best for storage so that the temperature could remain fairly constant, and light and heat through windows could be eliminated. It would also be good if tapes could be stored in clear plastic boxes to reduce accumulation of dust. Tapes should be stored vertically, fully rewound, and with full spool on bottom.

The video library needs to be large enough to store a video monitor on a rolling stand for quick use in the classroom. The stand can also house the video player. There will need to be space in the library or adjoining office for editing videos recorded locally. Videos may be played directly from the camera to and through the editing device to the video recorder. This process would require a desk of appropriate size for the equipment selected.

The library will need a method for reserving videotapes, if several faculty members will be using the library.

CONCLUSION

Video recording can be a valuable tool for Construction Educators who desire to have better use of classroom time. With video recording the professor can present current jobsite progress and construction techniques to building systems classes.

The primary disadvantage of producing video recordings for teaching is that it is time-consuming for the professor to record and edit the material to be presented.

The quality of construction education , particularly as related to building systems classes, in the United States could be improved if Construction Educators could be dedicated enough to develop a video library of current jobsite progress. Supplementing these videos with videos available from publishers, construction associations, and materials manufacturers could be a significant step forward for construction education.

REFERENCES