Video has become a staple format for learning resources in Higher Education. As a content format it is widely used across online and blended programmes, as well as traditional courses serving as an instructional tool for asynchronous learning. Several studies provide evidence for video being a highly effective learning tool (Kay, 2012; Hsin & Cigas, 2013; Noetel, et al., 2021) When integrated successfully into the curriculum, video provides improvements to metacognition, self-efficacy, learner autonomy and collaboration.
Purpose of Video
Video is typically divided into two categories (Miner & Stefaniak, 2018):
- Information Dissemination: for the learner to passively receive information and build comprehension.
- Explanatory “how-to”: designed for distinct problem-solving or sequential-step guidance.
The first type, Information Dissemination, enables the designer to have much more control over the content being presented. They are crafted in such a way that reduce any extraneous load and focus on the specific content and learning objectives for that item. They also benefit from the application of multimedia design principles (Mayer, 2009).
That latter serves to deliver Observational Learning (Bandura & McClelland, 1977) opportunities - where learning occurs through observing the behaviour of others and is fundamental to learning and improving retention in the longer term. Observational learning incorporates experiential learning and social cognitive theories to support learners in the application of theoretical concepts.
From the learner perspective, video can increase learner autonomy and self-direction. Students are able to manage their own cognitive load by pausing to take notes, rewinding difficult sections or accelerating through easy ones (Schneider, et al., 2018).
Examples
Watch the short video below to see examples of the types of video our faculty have used in their courses:
Further considerations
When designing video content for learning, you might also consider:
Related Documents
The following guidance can be used to support your creation of video content:
How long should a video be?
Research conducted by edX and MIT (Guo, Kim, & Rubin, 2014) found that student engagement drops sharply after 6 minutes of watching a video. In actual fact, when faced with longer content (15-40 minutes), students are less inclined to watch more than 3 minutes.
Manage the Cognitive Load
Mayer's (2009) defined a series of principles that draw on basic findings in cognitive psychology in order to provide a framework for the creation of multimedia content. These are categorised as the following:
- Reducing Extraneous Processing: Coherence, Signaling, Redundancy, Spatial Contiguity and Temporal Contiguity
- Managing Essential Processing: Segmenting, Pre-Training and Modality
- Fostering Generative Processing: Personalisation and Voice
The principles provide guidance on how to design your content to ensure that you maximise the learning potential for your students.
Planning
When planning video content, consider the purpose, audience and outcome. Explore the ideas you want to convey and think about the delivery. Before filming, create a script or storyboard. These do not need to be exact but will provide a useful framework. Decide on the type of content you would like to produce (interviews, screencasts, etc.) and how this will be incorporated into your activities. Consider the following actions:
- Segment your curriculum into relevant topics or concepts so that each video is focused on one aspect of the course.
- Continue to edit and refine the delivery of your content. Ensure it covers the key ideas behind the concept to create a short and engaging video.
- Scripts and storyboards can assist you in staying on topic. These do not need to be verbatim, but provide a basis for the video.
- Refine your content again and create or collate any graphics you want to include.
- Rehearse the content to ensure you are happy with the timing and delivery.
The more time you spend planning, the less time you will spend editing your content in post-production.
If you would like support and assistance with creating video for teaching and learning please contact Learning Innovation.
References
Bandura, A. & McClelland, D., 1977. Social Learning Theory. Prentice Hall, Upper Saddle River, NJ: s.n.
Guo, P., Kim, J., & Rubin, R. (2014). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. Atlanta, GA: USA: ACM.
Hsin, W. & Cigas, J., 2013. Short videos improve student learning in online education. Journal of Computing Sciences in Colleges, Volume 28, pp. 253-259.
Kay, R., 2012. Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behaviour, Volume 28, pp. 820-831.
Mayer, R., 2009. Multimedia Learning. 2nd ed. Cambridge, UK: Cambridge University Press.
Miner, S. & Stefaniak, J., 2018. Learning via Video in Higher Education: An Exploration of Instructor and Student Perceptions. Journal of University Teaching & Learning Practice, 15(2).
Noetel, M. et al., 2021. Video Improves Learning in Higher Education: A Systematic Review. Review of Educational Research, 91(2), pp. 204-236.
Schneider, S., Nebel, S., Beege, M. & Rey, G., 2018. The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media. Learning and Instruction, Volume 58, pp. 161-172.