A User Interface Design for a Video-on-demand Service Trial in an Educational Setting

Mustillo, Pardo; Bélanger, Pierre C.; Fayad, Gilles; Menzies, Ian

doi:10.1080/03043799708923446

Cited by 3 publications

(3 citation statements)

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“…While authors such as Littlejohn et al (2012), Margaryan et al (2011) and Buckingham (2007) have argued that to develop digital literacy, students should be guided through authentic tasks in their studies which involve the integration of digital media, evidence to date has focused on more stand-alone activities such as the provision of video to support understanding of concepts and practices (E.g. Gurrin et al, 2004;Mustillo et al, 1997) or through student write-ups about video content (E.g. MacKinnon & Vibert, 2012;Sherer & Shea, 2011).…”

Section: Description Of Processmentioning

confidence: 99%

Digital literacy and online video: Undergraduate students’ use of online video for coursework

Tiernan

Farren

2017

Educ Inf Technol

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This paper investigates how to enable undergraduate students' use of online video for coursework using a customised video retrieval system (VRS), in order to understand digital literacy with online video in practice. This study examines the key areas influencing the use of online video for assignments such as the learning value of video, strategies for its integration and the key features of online video systems. A key component of the integration process is video browsing and content retrieval which focuses on enabling users to locate and view relevant segments of video, using techniques such as content based analysis and video segmentation. This paper examines how students source, integrate, and reference online video for assignment work. Findings show that students display key elements of digital literacy with online video when the appropriate tools and strategies to complete tasks are provided. Students demonstrated the ability to successfully integrate online video into individual assignments. The work also presents a series of recommendations and considerations for enabling the use of online video in assignment work.

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Section: Description Of Processmentioning

confidence: 99%

Digital literacy and online video: Undergraduate students’ use of online video for coursework

Tiernan

Farren

2017

Educ Inf Technol

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“…Also, this approach may offer students important collaborative opportunities by sharing opinions and content amongst their peers (Kaufman and Mohan 2009;Mardis 2009;Tiernan and Gurrin 2012b). Universities have been experimenting with approaches to providing video content such as Video on Demand services (Mustillo et al 2010;Toppin 2010), and providing video content on Learning Management Systems (LMS) (Kelsey 2000;Davis and Niederhauser 2005). Recent developments in video technology and related web technologies have increased the potential for the production of personalised, online video repositories that can be used for collaborative online approaches to video supported learning (Gurrin 2009;Gurrin et al 2004;Smeaton 2001;Ferguson et al 2009).…”

Section: Introduction and Contextmentioning

confidence: 99%

An inquiry into the current and future uses of digital video in University teaching

Tiernan

2013

Educ Inf Technol

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Research indicates that student use of digital video has increased dramatically in recent years, both for personal and academic use; suggesting an opportunity to further incorporate its use in education. Educators too have recognised this trend, and see the value in providing students with academic video content. This inquiry begins by examining current uses of digital video in a wide range of educational settings, to establish the role it plays in supporting and enhancing student learning. Following this, some of the challenges present in the literature are outlined, specifically the challenges of providing relevant video content, and developing teaching and learning methodologies for use with digital video. Future opportunities and directions for the use of video in education are then examined and discussed, with attention given to the prospect of academic online video platforms. In the methodology section, the process of integrating digital videos into lectures is explained, along with some of the challenges and obstacles faced. Findings presented indicate that students value the use of digital video in lectures, and would like to see its use become more ubiquitous in education. Finally, students' readiness for an online video platform for viewing, sharing, and discussing content is outlined, indicating a predominantly positive disposition for such a platform.

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“…A similar trial conducted in Iowa State University found that while making use of the video-on-demand service mandatory, and in particular linking its use to continuous assessment, yielded the greatest results. Students had a similar appetite for more interactive ways of engaging with peers and content [13]. Access to content is also a critical factor, with the best results being achieved when material is available through a web interface both on and off campus.…”

Section: Introductionmentioning

confidence: 99%

A Collaborative Video Platform for Learning: From Framework to Action

Tiernan¹,

Gurrin²

2012

IJDS

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A User Interface Design for a Video-on-demand Service Trial in an Educational Setting

Cited by 3 publications

References 1 publication

Digital literacy and online video: Undergraduate students’ use of online video for coursework

Digital literacy and online video: Undergraduate students’ use of online video for coursework

An inquiry into the current and future uses of digital video in University teaching

A Collaborative Video Platform for Learning: From Framework to Action

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