It is fair to say that the utilisation of video can provide significant and important differences to learning and teaching, especially when today’s students have a wide diversity of educational experiences and expectations. For example, the challenge of re-imagining a traditional one-hour lecture can be viewed as ‘disruptive pedagogy’, (Kinash, Knight, and McLean 2015) with exciting opportunities for creating short pieces of media content that could allow students to achieve greater levels of engagement.
There are two key sources for this paper, both are significant reviews of the literature that relate to the use of video/multimedia production for learning in HE. Firstly, the white paper “Assessing the Impact of Educational Video on Student Engagement, Critical Thinking and Learning” by Carmichael, Reid, & Karpicke 2018. Secondly, the essay “Effective educational videos: Principles and guidelines for maximising student learning from video content” by Cynthia Brame, CBE, Life Sciences Education 2016.
Highlights of the paper include:
Duration time for videos to be short, optimum time is 6 minutes
Students prefer to see and hear their tutors within the video and may display greater engagement with the course as a result
Video can have a positive impact on engagement regarding widening participation
Video helps with recall and comprehension, provision of different viewpoints, arousing interest and stimulating further research
Video should be embedded within the context of active learning with guidance, questions, interaction and assignments
Need to consider the implications of Cognitive Load Theory
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Written by James Rutherford City, University of London © 2018