What counts as educational video?: Working toward best practice alignment between video production approaches and outcomes.

Abstract

The twenty years since the first digital video camera was made commercially available has seen significant increases in the use of low-cost, amateur video productions for teaching and learning. In the same period, production and consumption of professionally produced video has also increased, as has the distribution platforms to access it. Furthermore, advances in social media technologies and learning management systems have changed the ways in which video materials can be used in teaching and learning. These developments have, among other things, brought about a complexity in the decision-making behind the production of video materials for higher education teaching and learning. Before we can begin to systematically describe and recommend certain video materials and production approaches for specific learning outcomes, it is useful to consider the existing body of research that describes how video is being used in higher education teaching and learning. This paper uses a landscape literature review of higher education video usage to identify and compare the range of production types and related educational outcomes. The paper concludes by calling for a refreshed research agenda that will assist in identifying the parts of university curricula well suited to being supported by video materials.

The instructor's gaze guidance in video lectures improves learning

“…Furthermore, some studies did show that learning procedural knowledge in video lectures was different from learning declarative knowledge (Hong, Pi, & Yang, 2018). These results imply that research on the factors that influence the effects of video lectures on learning should consider the learning content of what was taught (Winslett, 2014). This raises a new question: Does the instructor's gaze guidance in video lectures have the same positive effects on the learning of procedural knowledge and declarative knowledge?…”

Valoración de los Alumnos sobre la Utilidad de YouTube en el Campo Educativo por Medio de la Ciencia de Datos y el Aprendizaje Automático

“…Por último, los contenidos audiovisuales son un recurso tecnológico capaz de modificar las condiciones de enseñanza-aprendizaje en el siglo XXI (CHANG; CHUNG; HUANG, 2016;LIU, 2016;SMITH;KIILI;KAUPPINEN, 2016;TASLIBEYAZ;DURSUN;KARAMAN, 2017;SALAS RUEDA, 2019;WINSLETT, 2014).…”

Videos in higher education: Making the most of a good thing

“…Videos are an increasingly ubiquitous part of higher education. They are used to present factual, conceptual, or procedural content to students (Winslett, 2014), provide flexible learning opportunities (Anderson & Ellis, 2001;Harrison, 2015), allow input from alternative voices and leading experts (Krauskopf, Zahn, & Hesse, 2012;E. Tan & Pearce, 2011), provide feedback to students (Henderson & Phillips, 2015), and allow students to give feedback to instructors (Cochrane & Bateman, 2010).…”

“…The authors identified that the "educational characteristics of this new medium promised the possibility of value added instruction" (p. 2), including individualisation, self-pacing, segmentation, interactivity, and active learning. While the technical possibilities around interactivity and personalisation of learning have continued to evolve (Colasante & Douglas, 2016), the reality is that in practice much of the video produced in higher education remains simple lecture capture, often institutionalised by fly-on-the-wall style automated systems (Winslett, 2014). There is great scope for studies into improving the design of videos, developing video platforms and technologies, and investigating pedagogical approaches that take advantage of the particular affordances of digital videos, including when static media may be preferable.…”