TEACHING BY USING VIDEO

Educational approaches today are technological approaches or educational technology. Educational technology is "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources (Robinson : 2016).

Educational technology refers to the use of both physical hardware and educational theoretics. It encompasses several domains, including learning theory, computer based training, online learning, and, where mobile technologies are used, m learning.

One of the technological facilities is video, which suffers from the same kinds of limitations as audio, but to an even greater degree; bandwidth is the primary limitation to greater video use online.

 According to Roberts (1998), video can :

1.      Adds a sense of direct involvement and physical presence among geographically dispersed learners.

2.      Provides quality learning opportunities (as good as or better than those offered by other methods and technologies).

3.      Gives distant sites live, interactive learning opportunities.

4.      Enables the delivery of global expertise to remote learners.

5.      Eliminates or reduces travel time and time away from jobs and family.

The following strengths of video for learning and teaching can be exploited, with appropriate instructional strategies. The social presence and cohesion that video fosters among users is often valued, especially by participants new to distance education, and may improve motivation.

The technology permits the sharing of various visual resources. Group-based learning activities may be more attractive and feasible with video technology support. Well-designed and appropriately implemented uses of video can help in the teaching of abstract, time-protracted, hazardous, or unfamiliar concepts.

The advantages in actual practice of various forms of video continue to be debated. In some studies, animation has been shown to result in a reduction in study time, “suggesting that animation results in more efficient learning” (Szabo, 1998, p. 30), with learning effects persisting over time (Mayton, in Szabo, 1998, p. 30). There is, however, also some indication that, when compared with “highly imaginative examples and illustrations,” the advantages of animated simulations were less obvious (Rieber &Boyce, in Szabo, 1998, p. 30). Szabo concluded from his analysis that “any widespread belief in the superiority of animation over non-animated instruction within the context of computer-based instruction is at odds with the research” (1998, p. 31).

According to Roberts (1998), critical issues in the delivery of video-based training include those listed below.

1.  Proper training of instructors.

2.  User self-consciousness.

3.  Integration of other media into video presentations.

4.  Optimum length of sessions and size of groups.

5.  Session variety.

6.  Technical design and support.

7.  Professional quality visual elements. (p. 96)

Obviously, video delivery is complex, potentially costly, and of uncertain benefit for some teaching tasks over simpler, more economical media. A clear pedagogic and business case is obviously needed for its use.

References :

Roberts, J. (1998). Compressed video learning: Creating active learners. Toronto: Cheneliére/McGraw-Hill.

Robinson, Rhonda; Molenda, Michael; Rezabek, Landra. “Facilitating Learning” (PDF). Association for Educational Communications and Technology. Retrieved 18 March 2016.

Szabo, M. (1998). Survey of educational technology research. The Educational Technology Professional Development Project (ETPDP) Series. Edmonton, AB: Grant MacEwan Community College and Northern Alberta Institute of Technology.