It's not television anymore.

Designing digital video for learning and assessment

To Appear in Video Research in the Learning Sciences; R. Goldman, S. Derry, R. Pea, &

When used effectively, video is a powerful technology for learning. Researchers

we consider a different use of video for learning. We describe the use of designed video,

example, take the case of a scripted video of a child incorrectly solving a math problem.

notice. When used this way, the video is designed as an assessment that helps

researchers learn what the children know. Designed video can also help students learn.

For example, a professor might use the same video clip to help explain common

Designed video can support learning in many

desired and observable learning outcomes. In the not-too-distant past, videos for learning were often under-budgeted, highly

time? As instructors of courses on learning technology, we ask students to produce

instructional videos. Within two weeks, relative novices produce learning-relevant

empirical evaluations on the use of video for learning, even when compared to computer-

design video for learning (for an exception, see Seels, Fullerton, Berry, & Horn, 2004).


video-aided or computer-aided instruction, as found in the ten issues

topics.



designed video. activities so they can learn what works. applications of designed video for both instruction and assessment. for matching different genres of video with different types of learning. mistake on our part to delineate the many different genres of video, but then treat learning

There are many types of learning, and different applications of video are

To design an effective video, it is important to have a

video genres that achieve those outcomes, and suggest methods for determining whether

We do not provide technical details for creating videos.

Instead, our goal is to help people consider the relation between video and learning. In

video), because our experience has been that creating learning assessments is very

program. Video is a more forgiving and powerful learning medium when it is embedded

Four Common Learning Outcomes

what people are supposed to learn. (d) want to learn more? Getting clear on the learning outcome is important, because one

would probably use video differently for each outcome.

discussion. The center shows four broad classes of learning outcomes. refines each learning outcome into approaches one might take to achieve the learning

outcome. providing people with facts or explanations. behaviors people will exhibit if they have learned. some detail, because they can help clarify the meaning of the learning outcomes, plus

relevant video genres for each outcome. A signature quality of video is that it can help people see things they could not see

The familiarity approach counts on people recognizing

To help

people notice (Sherin, this volume).

videos. For the goal of helping people discern subtlety in the familiar, highlighting

volume (e.g., Pea) describe digital video environments that help researchers notice and

Given the range of seeing outcomes and possible video techniques, how can

designers know whether their video has been successful? One might show pictures or video clips and

For videos that target discernment,

noticing assessments are appropriate. service teachers, for example, might watch two videos of teachers handling a student

learning, it also useful as an assessment tool (Derry et al., 2005).


Engaging

people to learn. Video is superior at creating engagement and setting the stage for

learning, even though the video itself may not contain the new information people are

supposed to learn. Video can help people bring to bear relevant knowledge to raise

a video might show examples of the enjoyment or money people attain once they have

learned. engaging. a video biography of an artist and her times can help students make more sense of a

Without relevant prior knowledge, people can have difficulty

Trailers, like a tourist video or movie preview, are similar

Anchor videos can be used to contextualize learning and problem

For example, The Adventures of Jasper Woodbury comprise 20 minute video

students need to plan how to save a wounded eagle in the video) and the information

The goal is for students to learn to solve complex mathematical

problems. The video makes the

everyday knowledge.

Assessments of engagement should ideally target how well students are

intellectually or motivationally prepared to learn. For interest, one can assess people’s

preferences towards learning relevant behaviors. For example, do students exhibit

associated with the video. For contextualization, one might measure future learning

groups of students receive a subsequent lesson on a relevant painting. Ideally, students

painting. So, rather than directly measuring what people learn from the video, one can

measure what people learn from the lessons following the video, on the assumption the

Video is ideal for presenting human behaviors. attitudes, people readily learn by modeling other people’s behaviors (Bandura, 1986).

People can model other people so well that learning can be unintentional, which is one

The second outcome is skill acquisition

attitudes, people can learn skills by imitating behaviors shown in a video. Sometimes

learned separately. target the outcome of seeing.

Video models can help to shape attitudes. Effective drama causes people to

Simple demonstrations are a useful way to help people learn skills. There are also training videos for learning sports and

When tasks get complex, videos often use step-by-step instruction that breaks a

Without an explanatory overlay, people can learn a skill, but they may not have any

For example, if people merely imitated the behavior of

context. young children exhibit a more aggressive manner after watching video violence, for

review a video when trying to execute an assembly procedure shown on the video?

acquisition of facts. knowledge. A challenge for any video designer is estimating

facts, the more important it becomes to create videos that make processes and

explicit explanation, video can use analogy to help people understand; for example, the

supplement video with verbal explanations, as is often the case with news magazines and

Expository videos explicitly develop a sustained account of some set

designing a video, because the assessments can help shape what is included in the video.


Putting Video in a Multimedia Context

features that guide people’s thoughts to particular outcomes. teachers and students navigate through distinct phases of learning.


Figure 2


in the form of a trigger video to increase interest, contextualization, and discernment. For

this Legacy, the trigger video was a recording of a local news segment on children

challenge of creating instructional resources to help teachers improve learning from

learning). learning. explanations. mettle (self-assess what they had learned). ability to “do” multimedia instruction based on what they had learned about learning. In

multimedia context. student designers had recorded explanations of the critical concept. where in the video clip the concept was put in play. These students also included an

teachers. They directed videos of their friends acting out different teachers. Figure 3, users had to click on the juxtaposed video portrayals, notice the differences, and

Engaging

One team of students created their video instruction based on an article about

problem- and case-based approaches to education. They interviewed law students,

The students organized the brief video clips to reflect the different points of

should watch the video clips. Users watched the demonstration video. collaborative learning, created videos about activities that help to make more cohesive

groups. project-based learning. They then showed a video clip of some children working on a

science project. The video stopped and the students had to predict what would happen

Afterwards, they showed videos of what different

created a talking-head video in which they explained a visual framework they had

on all of the foregoing video implementations, we were impressed by what the students

had learned to do with video for learning and assessment and in a relatively short period

video within multimedia for instruction and research. To help people make some headway in light

of the limited literature on video for learning, we tried to help people see that there are

distinct learning outcomes, and we compared different techniques of assessment to help

how to do videos that help learners learn and help people learn if they have learned.

interactive multimedia context. impetus for people to consider the value of designing video for learning.

Understanding Rubrics

Understanding Rubrics is an article that talks about the importance of using rubrics in classrooms. Rubric is a great tool for both teachers and students.
Teachers use it to measure students’ work. It saves time for teachers given that the teacher does not have to spend time trying to give a feedback. He/she uses the rubric which already has the grading criteria.
Students also benefit from rubrics. Rubrics help students keep track of their progress. They can use rubrics as a tool to monitor if they are really meeting the expectations shown on the rubric which allows them to measure the quality of their work.

Creating Valuable Class Web Sites

This article talks about the importance of developing a website for a classroom and how much students and teachers would benefit from it.
This is the era of technology and we need to have the students benefit from its use. So, why not developing websites that would help both teachers and students?
By having a classroom website, students get the opportunity to upload their work. Also, in the case of Blogs, students can post their opinions and allow others to give them feedback. Another important tool would be the creation of group sites which help students a variety of activities, such as, sharing files and photos, access to a class calendar, and collaboration in general.
Teachers also benefit from these tools (Websites, Blogs, Group sites) because they have access to them regardless of where they are. Teachers can log in from any computer and check the activities as well as grading.