Impacts &
Recommendations
The Now and Future of Video-Based Learning
To date, little consideration has been given to the pedagogical affordances of video, what constitutes an effective learning video, and what learning situations the medium of video is best suited for (Hansh et al, 2015). Below we identify the impact video is making in online learning, best practices to follow when creating online educational videos, and what recommendations we have in moving forward.
Affordances of Video
The affordances of video can be exploited more often and to greater effect when creating educational videos.
What video is good at:
Building rapport
Going on virtual field trips
Manipulating time and space
Telling stories
Motivating learners
Showcasing historical footage
Conducting demonstrations
Using visual juxtaposition
Leveraging multimedia presentation
DIY VIDEO
Video is more accessible and affordable to non-professionals than ever before. Also it's beneficial for experts to learn about the affordances offered by video as a teaching tool. See the Resources page for more ideas.
Ways to make quick videos:
Smartphone cameras
Low-cost easy editing tools
Impacts of Video-Based Learning
Video can increase student motivation and learning (Kay 2014).
Many videos are based on traditional lecture-style teaching, a type that doesn't support critical components of learning (Bates 2015)
Like radio and television has before video, it is expected that instructional video is going to evolve away from simple classroom recording towards new formats and styles (Chorianapoulos, 2018).
Like Khan Academy's development of their simple but effective style, the best use of video is one that specifically meets certain criteria for specific contexts
The impact of a video's production value (attractive imagery, sound, and lighting) on learning effectiveness is uncertain (Hansh, et al, 2015, Guo, 2014)
There is a large difference in the cost of complex video and a simple video lecture (Chorianapoulos, 2018).
Because video is the largest cost-driver of online courses, it's important to identify when it's not the best medium for the learning objective (Hansh, et al, 2015)
Video has the potential to build relationships and motivate students which can improve learning outcomes (Draus, et al, 2014, Hansh 2015)
Video-based communication (whether live or asynchronous) makes instructors seem more real, present, and familiar, and that relationships can be similar to face-to-face instruction (Borup, et al 2012)
With the prioritization of best practices and pre-production planning, any video can be improved upon, often at little additional expense
Core competencies of effective educational video-making are subject matter expertise, video production proficiency, instructional design experience, and project management skills (Hansh 2015)
EVIDENCE-BASED BEST PRACTICES OF VBL
Use of Highlights (Signaling)
Highlight key concepts - Use 2 or 3 key words, a change in color or contrast, or a symbol that draws attention to a part of the screen (e.g. an arrow) (Brame 2015)
Length of Video (Segmenting)
Chunk information into smaller parts to allow learners to engage with small pieces and to control the flow of new information (Brame 2015)
Shorter videos are more engaging - segment videos into chunks shorter than 6 minutes (Guo, et al, 2014)
Reducing Extraneous Elements (Weeding)
Eliminate interesting but extraneous (and distracting) information from video (Brame 2015)
Changes as the learner moves from novice toward expert status - if it's too simple for the expert, that can be distracting, so consider level of learner (Brame 2015)
Using static images and animations are correlated to effectiveness (ten Hove et al 2015)
Matching Modalities
Use both audio and video channels to convey new information in the most appropriate and complementary way (e.g. animation of a process with narration rather than animation with printed text) (Brame 2015)
Avoid giving redundant information via the two channels
When telling a story show the storyteller's face or an animation of the story (Brame 2015)
Use visuals to explain how to work through a problem (e.g. Khan step by step problem solving ) or an illustration when speaking about something abstract (Brame 2015)
Animations and Movement
Animations are correlated to effectiveness (ten Hove et al 2015)
Motion and continuous visual flow is engaging (Guo, et al 2014)
Learners prefer hand-writing in screencasting videos, but consider typefaces more legible (Cross et al 2013)
Style of Video
High-definition production is correlated to effectiveness (ten Hove et al 2015)
The Khan drawing style is more engaging than static slides or coding sessions (Guo et al 2014)
The direct classroom recording does not work well online (Guo, Kim, and Rubin 2014)
Instructor Presence
Use a conversational tone to personalize the instructor (Meyer 2008)
Speak with enthusiasm and at a fast pace (Guo 2014)
Videos using slides should include a talking person (Guo et al 2014), or the speaker's face, whether constant or moderate, such as at the beginning and end of the presentation (Kizilcec, et al, 2015)
Learners prefer a real or animated human avatar over a real or animated robot when used as a replacement for an instructor's talking head, but recall rates were mixed (Li, et al, 2016)
Learners prefer a human-like (e.g., voice, eye-contact, and gestures) animated character and particularly prefer a human voice to a computerized one (Mayer, et al, 2012)
Learner Control
Use media players that give learners the ability to pause, rewind, fast forward, see chapters,
Add labels in large fonts throughout the video to support rewatching and skimming (Guo et al, 2014)
Active Learning and Assessment
Have learners answer guiding questions about the video and give feedback about answers for better recall (Merkt 2011)
Provide students with a question in the middle of a video and prompt them to click forward after completion. (Brame 2015)
RECOMMENDATIONS FOR EFFECTIVE VBL
Many studies have been conducted to measure the effectiveness of how video is currently being used, but it is still primarily used to deliver instruction from teacher to student. Consider these other ways to leverage the affordances of video to improve learning outcomes.
Production Process
Spend the time to plan how lectures and training can be best broken down and visually represented with video (Hansh, et al 2015)
Storyboard, test shoot, and rehearsal before recording saves time and money
Scripting is not always recommended, especially if person on-camera is not professional talent. Use bullet points to stay on topic and sound more natural (Hansh, et al, 2015)
Assessments
Repeat assessments later in the course (delayed testing) in addition to in-line video assessment will aid retention (Glance,et al 2013)
Style of Video
Consider the other elements used in online learning such as navigation, assessments, discussion boards, links to other pages, problem sets when choosing style of video. Check out Taxonomy of instructional videos to learn about unexplored areas and combinations of styles of videos (Chorianopolous 2018)
Use animation to demonstrate processes (Hansh, et al, 2015)
Save expensive production for intros and promos (Hansh,et al 2015)
Video has cognitive, experiential, and nurturing values that can be accessed when using it to portray demonstrations using graphics, going on virtual journeys, hearing expert interviews, seeing things extremely close-up or far away. (Koumi 2006)
Animation and Motion
When screencasting using the Khan style of video, consider fading hand-writing into a typeface when the word is complete (Cross, et al 2013)
Video as an Active Learning Tool
Incorporating student-generated video in learning increases student engagement with the class, student satisfaction, and improved learning outcomes (Zhang, et al 2018)
Consider incorporating writing essays to reflect on videos to create more active learning (Merkt 2011)
Use video discussion tools such as VoiceThread to encourage more interaction, either asynchronously or synchronously (Draus, 2011)