Posts Tagged ‘video’

Super Sites for Time-Starved Teachers No.1

Saturday, May 27th, 2017

I seem to bookmark a lot of sites, for some reason, and every so often when I’m a bit bored, I like to review what I’ve saved, try to understand why I saved it and cull the contents of my favourites folder. It’s a safer alternative to tinkering with my computer settings and doesn’t result in my computer going belly-up, having to spend hours getting it back to a semblance of normality and swearing. A lot.


Another benefit of clearing out the bookmarks is that I get to look at the sites I’ve saved and, very occasionally, find one I think might be useful. So, by way of a preamble:

Deviancy Amplification PowerPoint

Thursday, May 4th, 2017

Deviancy Amplification has become something of a classic example of an Interactionist approach to deviance, predominantly, but not exclusively, because of Jock Young’s seminal analysis (1971) of “The role of the police as amplifiers of deviance, negotiators of reality and translators of fantasy”.

This is a little ironic given that Leslie Wilkins’ original formulation of an Amplification Spiral (1964) has much more positivistic overtones: for Wilkins, the Spiral (or “Positive Feedback Loop”) both described a particular social process – how control agencies unwittingly create crime through their unwitting actions – and, most importantly, was intended to predict how such behaviour would develop.

While the predictive element is perhaps long-gone (if it actually ever really existed) deviancy amplification remains an important sociological model based on Lemert’s (1951) distinction between primary and secondary deviation.


Milgram and Obedience

Thursday, April 28th, 2016

Psychology – and to a lesser extent Sociology – teachers and students generally need to have an understanding of both the mechanics of Milgram’s classic “obedience experiments” and their general implications. However, as recent research has argued (Social psychology textbooks ignore all modern criticisms of Milgram’s “obedience experiments”) this understanding has not necessarily been advanced by a reliance on standard psychology (and indeed sociology) textbooks.

More recently, however, the work of Alex Haslam and Steve Reicher has been instrumental in reassessing both historical and conventional interpretations of Milgram’s work (Milgram and the historians) and in “Questioning Authority” (Haslam, Reicher and Birney, 2016) they take this argument further using historical evidence and the application of social identity theory. This approach is also reflected in their filmed contributions to Beyond Milgram: Obedience and Identity.

The Crime and Deviance Channel

Monday, April 18th, 2016

Tcche Channel is a collection of original resources – Text, PowerPoint, Audio and Video – designed to complement the teaching of crime and deviance.

It’s been running since 2010 and we’ve recently decided to give it a complete redesign, partly because the old design was getting a bit long-in-the-tooth and partly because hardware and browser development has moved-on over the past few years.

A subscription to the Channel costs just £17.50 per year and this gives students and teachers access to:

• around 150 minutes of video resources.

• around 70 minutes of podcasts.

• 23 different Text resources, including book chapters and update materials.

• 28 PowerPoint slides and presentations.

If you want to check-out the type of resources on offer the Channel Home Page has links to sample Text, PowerPoint, Audio and Video files.

What online learners want: An empirical study of Mooc videos

Tuesday, April 7th, 2015

Guo’s study (How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos) offers some helpful insights into the use of online and classroom video materials – whether you’re creating your own videos or taking advantage of those, amateur and professional, created by others.

Although you can download the complete study, if you just want the juice the main points to come out of it are:

  1. Brevity (viewers generally tune out after six minutes)
  2. Informality, with professors seated at a desk, not standing behind a podium
  3. Lively visuals rather than static PowerPoint slides
  4. Fast talkers (professors seen as the most engaging spoke at 254 words per minute)
  5. More pauses, so viewers can soak in complex diagrams
  6. Web-friendly lessons (existing videos broken into shorter chunks are less effective than ones crafted for online audiences)

Is Psychology a Science?

Monday, April 6th, 2015

Part of the launch of our new “Revising Psychology” series of films, aimed at a-level and ap psychology teachers and students, on Research Methods and Issues / Debates involves giving teachers and students free access to some of the series.

If you missed the first free revision film (Correlations), you can view it online here.

Our second free revision film looks at the question “Is Psychology a Science?” by taking students through the key characteristics of science and the scientific method, using examples drawn from classic and contemporary studies.

The film covers key:

  • knowledge: defining science, objectivity, the scientific method
  • applications: Popper, Maguire, Zimbardo, Haslam and Reicher
  • explanations: identifying and applying the key characteristics of science

 You can view these, other free films and previews of all our sociology and psychology films on our on-demand site.

Myer’s Psychology: Free resources

Tuesday, August 26th, 2014

The publisher’s pages of this popular American textbook has a range of free resources to support the text, although some could have wider application for users of alternative texts.

While some of the resources are the usual bog-standard quizzes, flashcards and worksheets there are some more-interesting things – animations and tutorials in particular if you dig around the site a bit.

Flipped Classrooms

Saturday, April 26th, 2014

If you’re looking to flip your classroom anytime soon, you might find this article interesting (and even if you’re not, you might still find it useful if you use video in the classroom).