What counts as educational video?: Working toward best practice alignment between video production approaches and outcomes.
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| Title: | What counts as educational video?: Working toward best practice alignment between video production approaches and outcomes. |
|---|---|
| Authors: | Winslett, Greg1 gwinslet@une.edu.au |
| Source: | Australasian Journal of Educational Technology. 2014, Vol. 30 Issue 5, p487-502. 16p. 2 Charts, 6 Graphs. |
| Subject Terms: | *Digital video, *Learning management system, *Educational technology, *Higher education, *Curriculum, Social media research |
| Abstract: | The twenty years since the first digital video camera was made commercially available has seen significant increases in the use of low-cost, amateur video productions for teaching and learning. In the same period, production and consumption of professionally produced video has also increased, as has the distribution platforms to access it. Furthermore, advances in social media technologies and learning management systems have changed the ways in which video materials can be used in teaching and learning. These developments have, among other things, brought about a complexity in the decision-making behind the production of video materials for higher education teaching and learning. Before we can begin to systematically describe and recommend certain video materials and production approaches for specific learning outcomes, it is useful to consider the existing body of research that describes how video is being used in higher education teaching and learning. This paper uses a landscape literature review of higher education video usage to identify and compare the range of production types and related educational outcomes. The paper concludes by calling for a refreshed research agenda that will assist in identifying the parts of university curricula well suited to being supported by video materials. [ABSTRACT FROM AUTHOR] |
| Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 108764564 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: What counts as educational video?: Working toward best practice alignment between video production approaches and outcomes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Winslett%2C+Greg%22">Winslett, Greg</searchLink><relatesTo>1</relatesTo><i> gwinslet@une.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2014, Vol. 30 Issue 5, p487-502. 16p. 2 Charts, 6 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Digital+video%22">Digital video</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+management+system%22">Learning management system</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Social+media+research%22">Social media research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The twenty years since the first digital video camera was made commercially available has seen significant increases in the use of low-cost, amateur video productions for teaching and learning. In the same period, production and consumption of professionally produced video has also increased, as has the distribution platforms to access it. Furthermore, advances in social media technologies and learning management systems have changed the ways in which video materials can be used in teaching and learning. These developments have, among other things, brought about a complexity in the decision-making behind the production of video materials for higher education teaching and learning. Before we can begin to systematically describe and recommend certain video materials and production approaches for specific learning outcomes, it is useful to consider the existing body of research that describes how video is being used in higher education teaching and learning. This paper uses a landscape literature review of higher education video usage to identify and compare the range of production types and related educational outcomes. The paper concludes by calling for a refreshed research agenda that will assist in identifying the parts of university curricula well suited to being supported by video materials. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=108764564 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14742/ajet.458 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 487 Subjects: – SubjectFull: Digital video Type: general – SubjectFull: Learning management system Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Higher education Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Social media research Type: general Titles: – TitleFull: What counts as educational video?: Working toward best practice alignment between video production approaches and outcomes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Winslett, Greg IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 14493098 Numbering: – Type: volume Value: 30 – Type: issue Value: 5 Titles: – TitleFull: Australasian Journal of Educational Technology Type: main |
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