Instructor Resource: Annotated Bibliography on Video Development

Athey, Jessica. “Best Practices for Using Video in e-learning.” Learning Solutions Magazine. 1 December 2010.

  • “When creating videos or screen recordings, plan ahead to get the most professional results. For beginners, it will take a little longer to get the quality desired because there are many things to know about and control in the production environment. But the work gets easier and faster with experience.”

​Byrne, Richard. “Making Videos on the Web — a Guide for Teachers.” Free Tech 4 Teachers. Aug. 2010. Web.

 

Choi, Hee Jun. “College students’ perceptions of learning and knowledge transfer in problem-based video instruction: A case study.” Journal of Learning Design. 2.2 (2007); 105-115.

  • This article provides evidence that students believe that video is helpful in learning retention and connection to the material.
  • “In general, the participants from the problem-based video instruction perceived that the use of videos was helpful in enhancing their understanding and retention because the video made them pay attention to it, allowed them to have a vicarious emotional experience, and gave them motivation to learn further. “

Cox, Michelle, Christina Ortmeier-Hooper, and Katherine F Tirabassi. “Teaching Writing for the “Real World” Community and Workplace Writing.” English Journal. 98.5 (2009); 72-80.

  • It is not just professional writing teachers thinking about how to prepare students to write for their future workplaces. This article describes a case study approach for English classes focused on workplace and community based writing.
  • “Many students leave English language arts classrooms thinking that writing equals creative writing, literary analysis, or the five-paragraph essay, without making the connection that most people write as part of the work they do and as part of being a member of society.”
  • “Writing in the community and workplace requires the writer to be rhetorically savvy—to anticipate the needs, purposes, and responses of multiple readers: to learn how to write unfamiliar genres; to learn to write with other, who may be sitting next to you or sitting at a computer across the county. As the way we write changes in the world, so do writing processes and the ways that writers go about learning how to write in new situations.”

 

Leimback, Michael P and Ed Emde. “The 80/20 Rule for Learning Transfer.” Chief Learning Officer Magazine: Solutions for Enterprise Productivity. 12 December 2011. Online.

  • http://clomedia.com/articles/view/the-80-20-rule-for-learning-transfer ​​
  • It’s not just academics interested in learning transfer and video. This article about using video before a learning event shows the applications of video in the workplace.
  • “The introduction (to the upcoming learning event) provided an overview of the content, but also delivered a clear message about the potential impact of the new skills on participants’ sales success and the motivation necessary to fully engage in the learning.”

​Mitra, Barbara, Jenny Lewin‐Jones , Heather Barrett, and Stella Williamson. “The use of video to enable deep learning.” Research in Post-Compulsory Education. 15:4 (2010); 405-414.

  • http://dx.doi.org/10.1080/13596748.2010.526802​​​
  • “Looking for some justification for using video? Then this article is for you! Their research showed how video is helpful for active learning, linking with existing knowledge, and blended learning approaches.”
  • “Whether students find video material themselves or are directed to it, they may use video to orientate new material and gain background knowledge.”

Moreno, Roxanna and Alfred Valdez. “Immediate and Delayed Effects of Using a Classroom Case Exemplar in Teacher Education: The Role of Presentation Format.” 99.1 (2007); 194-206.

  • “Students were divided into three groups—one group watched a video, one group read a narrative, and one group served as the control (no video or narrative).  The results support that the use of video helped with retention and lead to higher affective ratings.”
  • “The video group demonstrated more durable retention of the case information over time.”

 

Oishi, Lindsay. “Did You Just See That? Online video sites can jumpstart lessons.” Technology & Learning. 27(6); 32.

  • This resource discusses the use of exciting YouTube videos to jumpstart lessons and course topics.
  • “Free video sharing Web sites like www.youtube.com allow millions of people to witness videos that are free and can be viewed immediately without having to download any software. These videos do not provide content, but they can stimulate the interest that makes curriculum relevant or ‘jumpstart’ lessons. The YouTube video blog of World War II veteran ‘Geriatric1927,’ for example, does not always discuss the war, but it gives one a feel for daily life as an elderly survivor.”

 

Nugent, Gwen C. “Use and Delivery of Learning Objects in K-12: the Public Television Experience.” TechTrends. 49(4); 61-66. Web.

  • While the discussion starts and ends with a focus on K-12 public television, the overall points about video as learning objects make for great discussion. Additionally, the author considers these learning objects from many perspectives and discusses the importance of using these “instruments” effectively.
  • “The value of learning objects has been documented by public schools (Pasnik & Nudell, 2003; Pugliese, 2002), the Department of Defense (ADL, 2003), business and industry (ASTD, 2000) and higher education (Koppi & Lavitt, 2003; Wiley, 2000), all citing reusability; ease of updates, searches and content management; customization; interoperability; and overall flexibility as sources of value. Research on learning object approaches has also verified their instructional value (Boster, Meyer, Roberto, & Inge, 2002; Bradley & Boyle, 2003).”

Sueoka, Lynne. “Cyber Humanities Rigor and Relevance Through Video.” Learning & Leading with Technology. April (2007); 28-29.

  • “At Moanalua High School Media Arts Communications Learning Center (dubbed MeneMAC after the school’s mascot, the Hawaiian menehune), “Cyber Humanities” is an ongoing series of videoconferencing projects involving Moanalua High School (MoHS), Molokai High School, and Osaka Gakuin University (OGU) in Japan. Cyber Humanities encompasses five teachers, more than 100 students, two high schools, one university, four projects, and two years of intense thought and interaction by everyone involved to make all of our learning more challenging and more meaningful.”

 

Stinson, Jim. “Getting Started: the 7 Deadly Camera Sins.” Videomaker. Apr. 1997. Web.

Swarts, Jason. “New Modes of Help: Best Practices for Instructional Video.” Technical Communication. 59.3 (2012); 195-206.

  • http://techcomm.stc.org/wp-content/uploads/2012/08/2Swarts_TechComm_August_3rdQRT_2012.pdf
  • Includes practical strategies for creating effective instructional video can help any instructor plan and execute solid videos.
  • ​“A narrator who speaks without engagement or confidence does little to inspire confidence or engagement in the listener. Narrators who speak more confidently, flawlessly, with more inflection, with better enunciation, and with obvious practice, inspire trust and motivation.”

Zhang, Dongsong, Lina Zhou, Robert O. Briggs, and Jay F. Nunamaker. “Instructional Video in E-learning: Assessing the Impact of Interactive Video on Learning Effectiveness.” Information & Management. 43(2006): 15-27.

  • “Our empirical study examined the influence of interactive video on learning outcome and learner satisfaction in e-learning environments.”
  • “Results of the experiment showed that the value of video for learning effectiveness was contingent upon the provision of interactivity.”