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

Abstract

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.

Integrating digital video resources in teaching e-learning engineering courses

“…Compared to traditional forms of video which are viewed primarily in a linear sequence, digital video permits more effective interactivity and control, as video elements can be quickly selected by the user, or controlled by a computer program, in any desired sequence. Although, while the technical requirements for digital video production may now be less demanding, the production of quality learning content still requires appropriate expertise [9][10].…”

“…The format of the video can be considered in two ways: the length of the video and the recording setting. It is noted that the literature [10] recommends short video segments to maximize learners' concentration. Previous experiences reported in the literature [8] confirm this trend: it is preferable four segments video of 11-12 min duration than a video of 45 min of a full lecture.…”

From videocassette to video stream: Issues involved in re-purposing an existing educational video

“…It should also enable learning to be supported in a more 'distributed' fashion. Although users require access to a computer with 'broadband' Internet connection, they no longer need their own copy of the videocassette (for examples of how video streaming is being used to support learning in HE see Shephard, 2003).…”

“…Pedagogic issues A significant element of any cost-benefit analysis must relate to the learning advantages of the streamed video over conventional resources. It should not be automatically assumed that the new resource will be better (Zenios, 2001;Shephard, 2003). Depending on how it is designed and embedded in the learning programme it may turn out to be a good deal worse.…”

Accessing and engaging with video streams for educational purposes: experiences, issues and concerns

“…One of its aims is to explore the use of video streams in the context of resource-based learning and their pedagogical impact (Digital Video Applications, 2004). Meanwhile, Shephard (2003) has established a case for more formal evaluation and communication of educational processes involving streaming, and identified elements of a research agenda that could further develop the application of streaming technology in education.…”