POV EDU

History
The use of POV or point-of-view technologies in education stretch back to many of the early Steve Mann investigations of wearable computing. Theoretical association of the use of point-of-view technologies in an educational context have been made with Connectivism.
Point-of-view technologies are sometime referred to as body worn, where wearable features of the technology enable the user to record data in a hands-free mode i.e. headband. The use of these wearable technologies in the vocational education and training sector of Australia has led to the term camera glasses being adopted as a common description for wearable technologies that have an overtly visible camera, audio and other data recording capability.
As these technologies are now enhanced with location enabled data recording capability such as geographical tracking, the use of point-of-view technologies in education are now being considered for inclusion as an authentication of a learners inclusion in a learning sequence.
Description
The use of POV technologies in an education and training context provides an opportunity for learners and educators to record video, audio and location enabled data for later use in an educational context or setting. The difference between point-of-view technologies and that of handheld or static data recording is that the wearer of the POV equipment is recording a sequence of activities from what is commonly referred to as the first person perspective. A description of this technique is explained in Point of view shot
The visual context for the viewer of video and audio data recorded in this manner is then aligned with what the creator recorded. This mode or position is referred to as becoming the camera.
The advantage for recording in this manner, for the viewer, is that the creator presents the most accurately depicted view of the sequence or activity. This provides the viewer with a visual context with which to interpret the creator and to repeat the sequence if so desired.
Use Of POV Technologies In The Australian Vocational Education Sector
During 2008 - 2009 the Australian Flexible Learning Framework provided 'seed' funding to enable innovative educational explorations of firstly camera glasses and later more sophisticated high definition recording of vocational training, workplace and personal resource creation by educators and students alike. Stephan Ridgway, Manager Learning & Development, Workforce Development at TAFE NSW - Sydney Institute, Australia has been instrumental in enabling others to apply rich media creation technologies such as POV evidenced by growing resources in the [http://wiki.tafensw.edu.au/sydney/mylearning/index.php/Point_of_View_Cameras_(POV) Institutes Wikispace]
Continued use of POV technologies in the vocational sector has now extended in 2010 to include many trades related areas of the curriculum right across Australia. An example of the uptake in related industry areas that have education & training as a core feature include;
".......The Framework has funded QAS School of Ambulance and Paramedic Studies to ........." - The Australian Flexible Learning Framework
Examples of POV
References to the proposed, actual and future use of point-of-view technologies in education settings.
Instructional Design
Australian Flexible Learning Framework
Camera Phone Technology Prevents Malevolent Behavior
Associated Concepts
* POV Technique
* Ubiquitous Computing
* Networked learning

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