academic journal

Sink or swim: taking advantage of developments in video streaming

Amongst the many recent developments in learning technology, video streaming appears to offer a considerable range of benefits for tutors and learners alike. For these to be fully realised, however, various conditions have to be met. Merely making streams available and directing students to them, does not necessarily result in quality, or indeed any, learning. Drawing on material from the literature and the World Wide Web, as well as recent project experience, this paper discusses the potential effectiveness of video streams as learning resources in higher education within the context of current and possible future technologies.

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Karen Fill, Roger Ottewill, University of Southampton, UK

Year

2006

ISBN

ISSN: 1470-3300 (electronic) 1470-3297 (paper)

Length

11 pages

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Print, Video, or the Ceo - The Impact of Media in Teaching Leadership with the Case Method

Case teaching has the potential to involve students in complex decision settings, enhancing their identification with protagonists facing difficult challenges. This article explores the impact of teaching a printed leadership case study with and without the appearance of the CEO in class—by video or in person. Our investigation shows, via qualitative and quantitative means, that the leader’s presence, even through video, significantly affects student engagement and can substantially enhance impressions of leadership effectiveness. We offer implications for teachers and propose future research directions.

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David J. O’Connell, St. Ambrose University, USA John F. McCarthy, University of New Hampshire at Manchester, USA Douglas T. Hall, Boston University School of Management, USA

Year

2004

Length

24 pages

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Digital video in the classroom: Integrating theory and practice

Abstract: This article is intended to help teacher educators, classroom teachers, and administrators interested in educational technology acquire a firm theoretical as well as practical foundation upon which to introduce nonlinear digital video into their undergraduate or graduate instruction; discover a time-tested, step-by-step process for introducing creative hands-on videography projects into their respective teacher preparation programs or classrooms; and recognize why it is critically important for preservice and in-service teachers to establish a personal underlying pedagogical philosophy for infusing video technology into classroom instruction.

Table of contents: 

Lights Out!
The Context
Underlying Pedagogical Philosophy
Educational Videography: A Time-Tested Instructional Unit
Discussion
Acknowledgement
References
Appendix A - Video Project: Assessment Rubric
Appendix B - Practicing Basic Videographic Principles: Warm-Up Activity
Appendix C - Educational Videography: Questions to Consider
Appendix D - Video Project: Requirements and Parameters
Appendix F - Video Project: Pre-Production

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John Sweeder, La Salle University, USA

Year

2007

ISBN

ISSN 1528-5804

Length

22 pages

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Questioning, promoting and evaluating the use of streaming video to support student learning

This paper uses case studies to describe how streaming video is currently used to support student learning in post compulsory education in the UK. It describes the current role of streaming video and identifies processes that could extend the application of streaming in education. It attempts to establish a case for more formal evaluation and communication of educational processes involving streaming and identifies elements of a research agenda that could further develop the application of streaming technology in education.

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Dr. Kerry L. Shephard, Centre for Learning and Teaching, University of Southampton, UK

Year

2003

Length

13 pages

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Designing and implementing a PBL course on educational digital video production: Lessons learned from a design-based research

Article published in Educational Technology Research & Development.
This paper reports on a design-based research (DBR) process for designing, implementing, and refining a problem-based learning (PBL) course on educational digital video (DV) use and production at the University of Lapland’s Faculty of Education. The study focuses on the students’ learning processes and outcomes from the viewpoint of meaningful learning. The research subjects included two pilot students and ten students enrolled in the course. To promote the reliability of the findings, data of various kinds and from multiple sources were used, including video recordings of the PBL tutorial sessions. The results suggest that PBL offers a good model to support students’ knowledge and skills in producing and using educational DV. In addition, the results suggest that DV production can be used as a method to learn about the subject matter of the DVs.

Table of contents: 

Design-based research - Meaningful learning - Problem-based learning - Students-as-video-producers

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Author

Päivi Hakkarainen

Year

2007

ISBN

ISSN 1042-1629 (Print) 1556-6501 (Online)

Length

Pages 211-228

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Towards Meaningful Learning through Digital Video Supported, Case Based Teaching

Article published in Australasian Journal of Educational Technology. This paper reports an action research case study in which a traditional lecture based, face to face Network Management course at the University of Lapland's Faculty of Social Sciences was developed into two different course versions resorting to case based teaching: a face to face version and an online version. In the face to face version, the teacher designed and produced three digital video supported case studies with the students to be used as learning material for the online version. The research focuses on finding out the student perspective on the following questions: (1) Can designing and producing digital video supported cases constitute a meaningful learning process for the students? (2) Can solving digital video supported cases in an online course support meaningful learning for the students? and (3) What roles do the digital videos play in the online students' meaningful learning process? The research indicates that both designing and producing, as well as solving the digital video supported cases, promoted especially the active and contextual aspects of the students' meaningful learning as well as the students' positive emotional involvement in the learning process. Several implications for further development of the Network Management course and for the development of university teaching across disciplines can be drawn from the results.

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Päivi Hakkarainen, Tarja Saarelainen and Heli Ruokamo, University of Lapland, Finland

Year

2007

Length

23 pages

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Meaningful Learning with Digital and Online Videos: Theoretical Perspectives

Abstract on Ed/ITLib: "In this paper theoretical perspectives for analyzing the pedagogical meaningfulness of using videos in teaching, studying and learning are presented and discussed with a special focus on using digital and online video materials. The theoretical arguments were applied in the international JIBS – Joint Inserts Bank for Schools project (see < http://www.ebu.ch/departments/television/co_finance/jibs.php>). Out of existing theoretical literature six characteristics of meaningful learning were selected. According to these characteristics, meaningful learning is 1) active, 2) constructive and individual, 3) collaborative and conversational, 4) contextual, 5) guided, and 6) emotionally involving and motivating. In this paper, these characteristics are discussed with a special focus on learning with digital and online video materials. The characteristics provide insights into how digital and online videos can be used in a pedagogically meaningful way in teaching, studying and learning processes. It is evident that videos viewed either through television or computer can be seen as tools for learning. However, videos are just one component in the complexity of a classroom activity system. The learning outcomes depend largely on the way videos are used as part of the overall learning environment, e.g. how viewing or producing videos is integrated into other learning resources and tasks."

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Päivi Karppinen, University of Lapland, Faculty of Education, Centre for Media Pedagogy, Finland

Year

2005

Length

18 pages

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Keeping It Simple, Online and Personal: Teaching Interpersonal Communication Skills Via the World Wide Web

In this case study the authors discuss the creation of a digital video resource delivered via the WWW and CD-ROM for the teaching of interpersonal communication skills to distance students involved in a Masters of Library and Information Studies (MLIS) programme. The learning objectives of the resource, a walkthrough and an examination of the production of the digital video material are provided.

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Stephen Marshall, Rowena Cullen, Victoria University of Wellington, New Zealand

Year

2003

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Audiences' judgements of speakers who use multimedia as a presentation aid: a contribution to training and assessment

Abstract: Multimedia technology in principle may help speakers to deliver more effective presentations. The present study examined what effectiveness might mean in terms of audience reaction. Understanding that may help educators to use multimedia more effectively themselves and to help their students to do so. Descriptors were elicited from audiences in response to a total of 56 live presentations in which speakers used multimedia as a presentation aid. Forty-two rating scales were defined. A total of 20 presentations were rated using the scales, with the scales presented in one of two different random orders. The order did not appear to affect the ratings. A factor analysis suggests that three factors may be most important in describing the audiences responses. The first describes audience assessment of how well researched and informative the presentation seemed. The second concerns the design of the multimedia, including how creative and imaginative it was. The third reflects how entertaining and how much fun the audience felt the experience as a whole to be. The results suggest a three-factor model that might be useful when designing multimedia-supported presentations, for providing proactive guidance and feedback when training speakers, and for assessment purposes.

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Bruce Christie, Jenny Collyer, London Metropolitan University, UK

Year

2005

ISBN

ISSN-0007-1013

Length

22 pages

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The Use of Video as a teaching resource in a new university

Abstract: This paper reports on a survey of the use of video as a teaching resource within one British University, drawing on evidence gathered during 1995 from fourteen Schools within its four Faculties. It identifies the factors and issues which influence the use of video in teaching, including management of video resources within the Schools; how video is used to support teaching strategies; and its perceived usefulness as a teaching resource. Findings note the extent to which video is used across the University; the factors that support or discourage its use; and the awareness and expectations that teaching staff have of video as a teaching tool. The discussion offers some recommendations as to how video use may be supported and improved within the University. The research could form the basis for a larger study to establish whether the findings from this survey may be typical of the picture in higher education generally.

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Barford J., Weston C., School of Information and Media, The Robert Gordon University, UK

Year

1997

Length

10 pages

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