Video Bridge / Grundtvig Workshop / Diary /







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A Biodanza session facilitated by TaraLugmayr kicked-off the second Pattern day between 09.00 - 11.00 am.
Participants enjoyed the chance to move and experience relaxed interconnection and attentiveness after intensive mental work of the past 3 days.

Austrian National Agency visit took place at 12.00 till 15.00. We welcomed them to a Greek lunch.

Our Guests were:

  • Ursula Großruck
  • Karin Hirschmüller

Groups started to work on the practical examples to find an example of a pattern language to relay on while others engaged in webinars with web participants of the workshop.

Group One

  • GROUP ONE: teaching juggling by interactive video. Description by Marina : The group started by defining the learning objectives. The objectives were first to see whether one can learn a practical skill by watching an interactive video and secondly if this way can be as efficient as when learning from a teacher who is physically present.
    :Then the process was planned
    :Stage 1: a member of the group would take the role of the instructor. Three members of the group would try to learn juggling following the instructions and the demonstration given by the instructor. The whole lesson would be recorded on video.
    :Stage 2: Three volunteers would be called in to take part in the experiment. Their task would be to try learning juggling by watching the video.
    :Stage 3: Three volunteers would be invited to try learning juggling by watching the video and interacting with the instructor on skype.
    : :Evaluation : Two out of three did pretty well in the first stage, namely they learned how to juggle from a teacher present.In the second stage,three people volunteered to try learning juggling by watching the video. Although they could watch the video as many as times they wanted, they soon got discouraged and gave up. As a result, none of the three learners learned to juggle. Unfortunately, the third stage was not realised due to poor connection so there are no reliable findings. However, the learners pointed out that they would definitely have done better if they had the encouragement of the instructor and they would not have minded whether he was physically present or on skype. As a consequence, it is assumed that the video as an interactive tool can be as efficient as an instructor on the site. Still, more testings are required.

Group two

Group Two: Pattern language applied to a community project. Description by Phil.

The aim was to show a practical example of the theoretical pattern language for VideoBridge agreed among participants before arrival in Vienna (see below picture 1, click on it for expanding into large view on separate page).
Theory into practice.
Having seen the displays by Prof. Baumgartner of patterns related to architecture and urban space, the group was inspired to use the example of engineering – a community’s vision for the regeneration of a jetty at the coastal village of Skinningrove, north east England, UK. How would it be possible to ‘map’ the process of creating and making accessible moving picture presentations, including the use of ‘second life’ imagery (as already used by Skinningrove, with the resources of the Teesside University)?
Much discussion resulted in the group’s understanding displayed in the form of a rough matrix on a flip chart - shown in picture 2.
We learned from our mistakes. Two of the boxes were transposed in error. Top left should have been about engaging the interest of communities, local and global, and the box at top right should have been about capturing the images by video techniques.
Nevertheless, even before the results were presented to all the other groups, this navigation of the patterns and translation into a practical reality assisted in understanding how pattern language can be applied in an example of a project working with video to bridge between communities with a common interest in coastal and post industrial regeneration.

Group Three

Pam is writing this
I am nor sure if it was pattern day 1 or pattern day 2. These are some quick thoughts to help get things started here and remind people of the situation.

In the morning we looked at the information about patterns that had been on the wiki before the workshop started, and we organised ourselves into groups for some practical work. Jacub and his group were doing some experiments with distance learning (taking the practical example of juggling). (Group 1)
Phil had a group which considered Barry's work on the jetty and how that related to all of the parts of the pattern. (Group2)

So we were Group 3: Julius is the youngest member of the video-bridge group here in Vienna. He described his dreams of setting up a better system of education, so I wanted to listen to his dreams and see if I could help him take steps to make them a reality.
He was starting to use “pattern” ideas as he was describing his dreams. Andrius came to join us to give another perspective.
Since we spoke I have had additional thoughts about how these ideas could happen in reality, but I have not had time to express them in a way that would make sense to anyone else (unless they already have similar reference points to my reference points, regarding creating groups and temporary spaces – real and virtual – for learning and collaborating).

In a fourth group, Andrius started Skype conversations as a first way to get into the feeling of videobridging.


Group work continued into the afternoon. Our guests from the national agency stayed longer than they had planned for, and we had enjoyable discussions also with them.

In the evening we have a lovely chillout in a place in the centre called NUU

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