Video and pedagogy
The three I's framework suggested by Young and Asensio (2002) provides a useful perspective to consider the pedagogically important characterictics of video delivered using digital technologies :
- Image & sound - video can convey information and knowledge difficult to articulate through text, audio and static imagery alone (e.g. the flow of lava in a volcanic eruption). Video also carries hidden or semi-hidden messages such as narrative, emotion, authority, authenticity and symbolism which can be equally important (Asensio et al 2004).
- Interaction - Learner centric video resources that allow the learner to dictate where and how the video is accessed (e.g. on a bus on a mobile phone), their choice of what to view, in what order and also control over the viewing experience itself through repetition, pause, fast forward etc.
- Integration - linking to and simultaneous display with other related resources (e.g. documents, images, slides, text, web pages etc) and also integration with other learning activities such as quizzes, discussion tasks, assignments etc.
Interactions with video
The learning experience derived from video also depends upon the nature of the student's interaction with the video. Examples of the types of interaction include:
- Viewing video - the most passive interaction where the student views a video to gain a better understanding of the subject matter being presented.
- Critically analysing video - through actively analysing the way in which a video presents a topic, the student can develop critical analysis skills. An example would be a review of a videoed interview to look at the presentation of the interviewee's perspectives, the techniques used by the interviewer and also the potential for manipulation, misinterpretation by the eventual audience.
- Creating video - the process of planning, recording, editing and presenting a video involves a wide range of skills and also encourages engagement with the subject matter.
The activities of video creation and analysis can be combined in a peer assessment activity where videos created by individual students are then viewed and assessed by the other students in the group.
Next - accessibility issues with video