3, “Past educational technology projects have often been seduced by the novelty of their own innovation, and have failed to gi

Pedagogical Considerations in Instructional Video

Tuesday, June 12, 2001

Dianne Fulton

In Web Board, discuss three points from the readings that you feel would be most valuable to a teacher who would like to incorporate streaming media into a lesson. Make at least one reference to "Bloom's Taxonomy - A Streaming Media Presentation" in your discussion.

1. Why include video?

One point that I want to make is in the Educational Video and Pedagogy, “Past educational technology projects have often been seduced by the novelty of their own innovation, and have failed to give due attention to the pedagogic framework in which that innovation will operate.” This fact is made clear in all three articles addressed in today’s assignment. In retrospect, I was intent upon including a video streaming segment in our project for this course, just for the novelty. After reading these articles, I clearly understand how important it is to enhance our project with video only if it adds to the clarity of our project. Streaming Media Pedagogical Considerations also states, “one question should be…whether or not the multimedia content will add value to the course. Value can be added if the students leave the course with a fuller understanding of a given topic with the multimedia verses without the multimedia.”

“Summed up, only use video of video is right for the part, not because you can and everyone else is doing it.”

2. What is value or benefit of video?

Another point is the value or benefits of video in instruction. All articles addressed this concept.

Although at lower levels, videos may be used for mainly the lowest level of Bloom’s taxonomy, that is to gain knowledge. Teachers do need to make sure that a student has the basic knowledge before expecting comprehension, application, analysis, synthesis or direct application of a concept. Learning will be enhanced if there is interactivity in the video. A Taxonomy of Video in Instruction has a scale of interactivity. A low level of interactivity would be to be able to turn it on or off, a medium level of interactivity is being able to fast forward, or rewind and pause, and the highest level of interactivity would be to actively permit the learner choices while allowing the learner to fast forward/rewind, pause, or switch views. Educational Video and Pedagogy states that most successful videos have been accompanied by dedicated workbooks. They encourage users to take advantage of the "stop-start technology" of video and guide the video with questions. (This is good advice, no matter kinds of videos are used). Videos can encourage group discussion and collaborative learning. Streaming video technology means your video can be viewed online. Ideally, you can then add a whole host of learner support and guidance resources via a course website. Accompany your video with a FAQ (frequently asked questions) section, an asynchronous discussion board, links to relevant Internet resources and email access to course tutors.

Many classmates have included the worth of videos in their postings. Becky, (the impact of video) Tammy, and Jenn all thought this was an important point.

3. Benefits to different learners.

The third point, that I gained from the articles is that there are many disciplinary styles of learning, and streaming video is one way that might help different kinds of learners. Streaming Media Pedagogical Considerations states that students with disabilities may be overlooked when it comes to multimedia. Some learners are visual; some auditory. Before using video, these concerns should be taken into consideration. A Taxonomy of Video in Instruction points out “before the visual medium is useful, students must be visually literate”. There are many more students who are being classified as ADD or ADHD, and their needs of fewer distractions for comprehension are necessary. If a page has too many pop-up windows, or if the time to download is too long, the benefit of the material would be minimized. Several classmates mentioned the point of “will it work for students with disadvantages?” (Sara B., Steve, Mike Marassa, and Jenn)