A model for designing hypervideo-based instructional scenarios

Abstract

In this article, we provide a conceptual model for the design of instructional scenarios integrating hypervideo as an instructional tool. The model provides a structural aid for making design decisions about using hypervideo in instruction. We start by introducing the theoretical rationale for hypervideo as a tool, exploiting three different interactivity functions. We then examine the cognitive and socio-cognitive theories that can inform the design and usage of hypervideo. Next, we present the instantiation of these functions and theories in a software interface, after which we present the model, which is based on the following two layers of design decisions: the first pertains to the interactivity features and the second is connected with the instructional strategy. Three main design steps are presented in the form of guidelines, corresponding to a preparation phase, a production phase, and a use phase. Finally, a set of cases exhibiting exemplary implementations of a hypervideo-based instructional scenario are described.

Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art

“…Video annotation systems included specialized professional video learning environments allowing for video annotation, such as YouDemo (Borowczak & Burrows, 2016), iVideo.Education (Cattaneo et al, 2019b), VideoAnt (McFadden et al, 2014van der Westhuizen & Golightly, 2015) and video logs (Fields et al, 2015). A number of studies involved the use of video annotation tools, demonstrating the growing popularity of professional learning environments based on such tools (for example Aprea & Cattaneo, 2019;Borowczak & Burrows, 2016;Cattaneo et al, 2019a).…”

“…All smartphone owners are thus potential filmmakers, and by disseminating their video projects over the internet, people can create their own audience numbering thousands or millions of viewers. Globally, the results of video usage in teaching and learning are encouraging, even in developing countries (Cattaneo et al, 2019a).…”

Solving instructional design dilemmas to develop a Video Enhanced Rubric with modeling examples to support mental model development of complex skills: the Viewbrics-project use case

“…In addition to addressing the conceptual problem of tension using a framework, we introduce several generalizable guidelines that may prove valuable to others while designing and implementing a VER. We present these practically applicable guidelines in a threelevel structure proposed by Cattaneo et al (2019) framework for designing hypervideo in Fig. 5.…”

“…We choose this model as it allows us to clarify the design decisions we took while designing at a more detailed level and to generalize them into design guidelines for practical application by others. Cattaneo's et al (2019) model for designing hyper videobased instructional scenarios starts with the first level of traditional, linear functions of pre-recorded video as a foundation (such as watching a movie on television). Video features that allow the learner to watch the video in a non-linear fashion are then added in the second level.…”

“…Cattaneo's et al (2019) model for designing hyper video-based instructional scenarios guidelines may minimize the amount of attention the learner pays to the characteristics of the actor at the expense of analyzing the modeling example (van Gog and Rummel 2010).…”