Many psychology instructors present videotaped examples of behavior at least occasionally during their courses. However, few include video clips during examinations. We provide examples of video-based questions, offer guidelines for their use, and discuss their benefits and drawbacks. In addition, we provide empirical evidence to support the use of video-based test questions. The data indicate that students preferred video-based questions to multiple-choice questions on a variety of outcome variables, and data suggest that student learning may be enhanced. The use of video-based test questions that is discussed in this paper can be applied to a variety of educational disciplines and levels. (Contains 1 table.)
This paper discusses the benefits and challenges of video as a tool for supporting and enhancing peer feedback and reflection. The analysis draws on key arguments from relevant literature in combination with the author's own experiences of producing and using video recordings of peer feedback sessions, presentations and personal reflections, and on learners' experiences of the same, gathered through feedback interviews. A number of potential benefits are presented, including the exposure of additional and alternative perspectives, the assistance of focus and recall, increased impact and greater flexibility of learning. Several challenges are also explored, such as privacy of and access to recordings, participant anxiety, technical challenges and access to hardware. Strategies are offered for capitalising on the benefits while addressing the challenges. It is concluded that thoughtful use of video in the curriculum can augment the existing multiple benefits of reflection, enquiry and/or evaluation. In the specific context of teacher education, it is argued that the embedded use of technologies such as video in professional development courses can help to develop the digital literacy of teaching staff.
The article focuses on the use of videos posted on the website YouTube in introducing new subjects to students. It mentions that instructors can use videos in discussing and examining case studies. It also states that videos offer a venue for oral projects as well as student projects. The authors state that YouTube videos provide the screen capture capability which act as supplemental instructional materials for students. In this regard, they argue that increase engagement as well as the use of fully blended classes might benefit from the videos as a means to provide a quasi face-to-face encounter between instructors and students.
Drawing data from an action-oriented research project for integrating digital video cameras into the reading process in pre-college courses, this study proposes using digital video cameras in reading summaries and responses to promote critical thinking and to teach social justice concepts. The digital video research project is founded on Vygotskian and semiotic theoretical approaches. A qualitative analysis of the method and a demonstration of its processes and benefits are provided using exemplar cases. Students practice critical thinking skills, including analysis, synthesis, and evaluation components, in multiple phases of the activity. Social justice issues are addressed through literacy as students analyze editorials from newspapers and respond to state a position and provide support. Synthesizing summaries and evaluating editorials in order to write a personal response can promote both critical thinking and awareness of social justice issues.
The author investigated caption use, sound, and the reading behavior of 76 children who had just completed 2nd grade. The present study indicated that beginning readers recognize more words when they view television that uses captions. The auditory element was important for comprehension tasks related to incidental elements and spontaneous use of target words, and the combination of captions and sound helped children identify the critical story elements in the video clips. Positive beliefs about one's competence in reading or watching television appeared to facilitate the recognition of words and, for boys, improve their oral reading rates. In sum, television captions, by evoking efforts to read, appeared to help a child focus on central story elements and away from distracting information, including sound effects and visual glitz. Implications are discussed.
Digital video has exploded on the web, and many assume it will play a major role in education in the future. Just watching a video, however, does not necessarily lead to learning. Realizing the potential of video for learning will require new technologies that make video interactive, engage learners, and enable video to be embedded into routines of teaching. Zaption, a new video learning platform, is one such technology. In this article we describe the platform, and then discuss its potential for teaching, and for learning about teaching, with video.