Making better use of the visual medium in educational videos (2014 version) (original) (raw)

The Importance Of Video As Learning Media According To Principle Of Media Production “Visuals”

Interdiciplinary Journal and Hummanity (INJURITY)

Video is an electronic medium that capable of combining audio technology and visually together. This research aim to video as learning media as media production of visual. The selection of video can also be packaged in various forms, for example combining face-to-face with group communication, using text, audio and music. Therefore, the educator must be efficiently master how to product the video as learning media, the principle of media production using VISUALS (Visible, Interesting, Simple, Useful, Accurate, Legitimate, Structured) is used to produce a video, as the result, the video media which is the product of VISUAL, This principle helps educators to better understand the essence of making video by paying attention to the visibility side, so that, it can be viewed by many levels of student, as well as attracting the attention of students, simple videos while still providing significant understanding to students, accurate in delivering material, and also remind video educators ...

A framework for the development of educational video: An empirical approach

Video has been widely used as an effective media for delivering varied educational content. The enormous expansion of educational video is due to its effectiveness and to the spectacular evolution of video construction technology. Modern technology allows the rapid and economic development of educational videos as Software Systems. Such videos may be fully developed using software tools without the need for cameras or other expensive resources, e.g. actors. In this paper, we propose a framework for the effective development of Educational Video. The proposed framework consists of a methodology and a set of design guidelines, both oriented towards the achievement of the learning objectives related to an Educational Video. Experimentally, we compare videos produced following the proposed framework with videos produced following a well-known alternative methodology. Experimental results give rise to the success of our approach and encourage further exploration.

Using Educational Video in the Classroom: Theory, Research and Practice

Without question, this generation truly is the media generation, devoting more than a quarter of each day to media. As media devices become increasingly portable, and as they spread even further through young people's environmentsfrom their schools to their cars-media messages will become an even more ubiquitous presence in an already media-saturated world. Anything that takes up this much space in young people's lives deserves our full attention.

Pedagogic Video Design Principles

This paper proposes how to structure the video learning experience so as to accomplish serious cognitive objectives, enabling viewers to learn concepts, principles, problem-solving strategies – helping them to achieve a penetrating understanding of the subject. The pedagogic narrative framework, consisting of 33 design principles in 8 categories, is illustrated using screenshots and storyboards of educational videos. These videos are a subset of the 39 video clips used in Lesson 2 (How to Teach with Video) of the four-lesson MOOC run in 2017 on the EMMA platform; this was a precursor of the course, Achieving the Pedagogic Potential of Video, run in 2019-2021, followed by the course, Scriptwriting for Effective Instructional Video, run in 2022 onwards, for the University of the Philippines Open University. NOTE. There are dozens of screenshots, diagrams and storyboards, which is why the paper is so long (37 pages).

Use of Video to Enhance Education

Advances in Multimedia and Interactive Technologies

Even with so many different educational tools and evolutions in techniques of instruction (both pedagogical and andrological approaches), the use of video is one of the most effective means of instructing students. This chapter presents multiple evidence detailing why video can greatly enhance instruction in a multiple of ways to include its use in motivation, explanation (via multi-modalities), and feedback. This chapter will also demonstrate the benefits of using a student-centered/learning-centered instructional video capturing system within the classroom to improve learning for both face-to-face and online learning. Resources and specific examples are provided to demonstrate that video is a fundamental tool that should be used to enhance both the educational process and instructional experience. New uses and video technologies are also addressed for future investigation and incorporation.

Use of Interactive Video for Teaching and Learning

2018

This paper focuses on the findings of Phases I and II of an institution-wide project on the effective use of interactive video for teaching and learning in a university in New Zealand. Responding to the emerging growth of video in teaching and learning practice and scholarship, and also to the university’s strategic focus on providing blended, flexible learning opportunities, this project explores the ways in which lecturers currently use videos in teaching, their challenges, and their attitudes towards making video as well as students’ perceptions of learning through video. This paper discusses what we conceptualise as effective learning moments and conditions and how these can be created and maximised through the effective production and manipulation of relevant, purposeful interactive videos. The overall project combines both research and impact and develops opportunities for lecturers to enhance their competencies in creating interactive videos.

A Theory of Informative Video---64 Functions and Ways to Implement Them

A Theory of Informative Video 64 Functions and Ways to Implement Them Abstract: Research Question 1 UN-INFORMATIVE USE OF VIDEO: Why are the visual parts of video seldom used to convey information? Research Question 2 MODEL-LESS-NESS OF VIDEO: Is there a connection between documentaries and movies lacking models of their own contents and video contents of them not being used to convey information? Research Question 3 HOW CAN VIDEO MEANS BE USED TO INFORM: How can we find myriad ways that visual contents can be used to inform instead of merely to decorate or set moods? Any of a number of tests of the informativeness of the video content in training tapes, internet courseware, documentary TV programs, and the like show that you can get 95% or more of the content from hearing what is said, with eyes closed. In other words, for the most part, the video content of these media is not being used to convey information save for certain entertainment functions. The video component is more decorative than informative in nearly all cases. In not a few cases, it is quite evident that editors and composers of these media searched hard to find "fill in" video imagery as transitions and decorations and all-too-obvious examples of the main ideas, all of which are presented in oral form. Video media, as found in current practice, simply do not know how to use video to present information. This article outlines an overall approach to solving this problem by specifying all the ways that video can be used to inform in a well-ordered categorical model. This paper suggests that LACKING A MODEL of one's points/contents makes using video to inform extremely difficult and unlikely. Tools for supporting and actualizing each of the 64 informative video functions in that model of ways video can inform, and for building models of points in program contents, can then be devised and tested rigorously. Method 1 REVIEW LITERATURE: Find from research in interfaces, communications, media, influence, reading psychology, comprehension, memory, social psych of meaning kinds of information that visual means can convey better than audio verbiage. Eight approaches to finding ways of video to inform were found after reviewing an extensive literature in many fields touching on interface, communication, multi-media, and similar topics. RESULT---8 kinds of informing function that video does better than audio---venue inclusion, tools inclusion, main point structure display, knowledge compilation, operations on concepts noted, self change emotion requisites displayed, strata of stratified responses noted, enactment of influence functions noted. They are, briefly given: identify informing functions that video does better than words do; embed in video some of the informing functions found in diverse communication venues; embed in video some of the informing functions found in particular communication tools; use video to show the structure of main points as they are mentioned or referred to in a presentation; use video to compile knowledge from one format to another as needed by a presentation; use video to visually demonstrate operations going on on concepts during a presentation; use video to set up the emotional requisites of changing your self and your frame of reference at key points in a presentation; use video to enact components of the basic personal influence functions that one person applies to another. A research agenda for exploring all of these in the same disciplined thorough way is presented at the end of this article.