![]() It is the instructor’s task “to create a coherent narrative path through the mediated instruction and activity set such that students are aware of the explicit and implicit learning goals and activities in which they participate” (Anderson et al., 2001, p.6). Rather it is the pedagogy, the well crafted message, the whole approach, and design that are the critical elements, not the media. That is, simply presenting information in a stimulating digital video format will not automatically nor necessarily lead to in-depth learning (Karppinen, 2005). The learning activities that students perform with videos are a critical part of the learning outcomes and motivations (Boyle, 1997). It is important not to fall into the trap of considering that the use of technology or media is going to be the “silver bullet” that will make students learn or be more motivated. What evidence is there that video will enhance teaching and learning? The aim of this resource is to identify a number of best practices to apply to the kinds of video you might produce as supportive material in relation to students’ learning task to ensure that your video is as effective and engaging as possible. Choosing the appropriate instructional strategy and pairing it with an effective media format is part of the analysis performed during your course design process. Video can also be designed for presenting case studies, interviews, digital storytelling, student directed projects, and more. Likewise, just as video is one tool in the media toolbox, lecture is one strategy on the instructional palette. It is indeed a powerful medium, but as with anything else, video must be created with an eye for strong pedagogical choices in order to be most effective. It is easy then to assume that it will be the most impactful. Of all the technological components involved in the learning experience, it is often the most visible and the most resource intensive. Video in particular is often attractive as a means to capture lecture content and present direct instruction. Video can be used not only for teaching, but also for studying and learning in and outside the classroom. ![]() The University's ' Code of Practice: Reasonable Adjustments for disabled students' recognises recording of lectures on this basis as a reasonable adjustment.The use of video in higher educational settings is accelerating rapidly in departments across all disciplines from humanities, sciences, and arts to continued professional curricula.
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