Articles:It’s Not Television Anymore: Designing Digital Video for Learning and Assessment

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Video is useful as both an initial learning or assessment tool


Contents

4 Common Learning Outcomes

Seeing

"Seeing—Educating learners’ perceptual abilities, helping them notice and see what is important in a complex environment. The assessment paradigms associated with this type of learning include recognition and noticing paradigms. Video genres appropriate for this class of learning include tour videos, portrayals, and point-of-view videos."(Derry, 2007)

  • allows an opportunity to see things that they couldn't see before. (ie. Rare animal, foreign land)
  • perceive details they might otherwise overlook

Examples:

  • Tours allow people to gain exposure to areas on the other side of the world (travelogues, nature shows, historical re-creations)

Outcomes:

  • Allow students to select images that they recognize capturing each image at a slightly different angle.
  • students will identify what is significant in a recoding despite the surrounding “noise.”

Engagement

"Engaging involves using video to motivate interest and pique curiosity. Video genres for this outcome include advertisements, trailers, triggers, and anchor videos that place subject matter in contexts that help interest and engage learners. Assessment paradigms for this form of learning that may also employ video include observing behavior to determine student interest and attitude, and assessments of future learning that determine whether students who see a production learn more in the future than students who do not."(Derry, 2007)

Engagement increases motivation could be both Intrinsic and Extrinsic

  • increasing motivation that keeps people involved
  • increasing a learners’ interest so they are more likely to take steps to learn

Takeaway

  • make information meaningful and relevant to the learners
  • use visual narratives
  • "production values need not be a stumbling block to persuasion"
  • Anchor videos can be used to contextualize learning and problem solving (The Adventures of Jasper Woodbury)

The Adventures of Jasper Woodbury

  • 20 min video narratives
  • contextualize multistep mathematical problem solving
  • includes challenges and information that the student needs to collect in order to solve the problems

Assessment

  • how well students are intellectually or motivationally prepared to learn.
  • assess people’s learning preferences
  • check for increased Intrinsic motivation resulting in students choosing to further investigation and conversation over another option

Doing

"Doing—This learning outcome relates to both attitude (e.g., politeness) and skill development (e.g., how to scaffold instruction). Videos may offer models, demonstrations, or step-by-step instructions with explanatory overlay. Assessments may be based on direct or indirect observation of learners’ propensities or skills in a performance context. For novices, the researcher might employ a dynamic assessment paradigm in which degree of scaffolding required for successful performance is measured. Proxy measures of doing include having students recall performance steps."(Derry, 2007)

Simple demonstrations, such as cooking shows, are a useful way to help people learn skills.

Complex skills could be replayed, zoomed, and played back in slow motion to capture any intricacies of movements that may have been missed when watching live. However, if the learning content is too difficult is could be broken out into smaller sub-skills and taught individually.

outcomes

  1. attitudes:
    • can be unintentional through modeling others
    • people can learn skills by imitating behaviors
  2. skill:
    • involves intentional effort and practice

assessments

    • to test skill, performance assessments directly test the relevant behavior.
    • scaffolding could be turned into a dynamic assessment by evaluating how many hints a person needs to complete a task.

Saying

"Saying includes outcomes that range from facts recall to inferential explanation. Suggested video genres and techniques include association paradigms and use of analogy, such as seen on Sesame Street, chronicles (e.g., news broadcasts), commentary (e.g., editorials), and expository videos (e.g., Nova). Assessments include recall paradigms for facts knowledge. Explanatory paradigms, including essay formats, require students to draw inferences, solve problems, predict, and construct argument. Because there are many different levels of explanation, this is a complex and technical form of assessment." (Derry, 2007)

Outcomes

  • the acquisition of facts
    1. people remember facts better when those facts come as a solution to a problem an student has attempted.
  • Explanation
    1. tie the facts together by "explaining" the why and how
    2. can use analogy to help people understand

"...explanatory knowledge is trickier than the other outcomes, because there are so many possible levels of explanation and understanding. More than the other outcomes, it is useful to think of explanation assessments before designing a video, because the assessments can help shape what is included in the video." (pg 343)

Students needs to draw on inferences which may include:

  • problem solving
  • applying ideas in a new situation
  • predicting
  • taking up a point of view
  • constructing an argument

These open-ended formats (e.g., essays, making a video) are more difficult to score, and may be seen as more subjective than right/wrong problems, however it allows students to exhibit what they have learned in a meaningful way.

Video Learning Outcomes Map

This map is a great visual representation of the concepts above.

Image:VideoLearningOutcomesMap.png

Interesting Quotes

“enlightened eye” (Eisner, 1998): an educated perception

Reference

Schwartz, Hartman (2007). It's not Video Anymore: Designing Digital Video for Learning and Assessment.

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