Understanding computer-based digital video

mtakpa.hu

The world is changing rapidly in the field of multimedia and it is inevitable to prepare to use and utilize the new teaching method. This is specifically true in the case of the use of educational films both as video and also using such video on the Internet. Our first task is to decide whether the development of material will be an independent film or a part of an e-learning course. In both cases the method of construction is different. The next step is to select the target group of the film. There is a wide scale of possible viewers or participants (who must have a certain level of basic knowledge) and also handicapped people should be able to use the results. The final product ought to be acceptable for e-learning and distance-learning as well. Using the information technology in education is general and the present being of the e-learnig is part of this fact. We can use e-learning effectively only if the system is filled up with electronic educational material. The most effective ones are the multimediamaterials. The effectiveness of the multimedia-material can be improved with the application of video.

Nowadays, video plays a significant role in education in terms of its integration into traditional classes, and be the principal delivery system of information in classes particularly in online courses as well as serving as a foundation for many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away from the traditional instructional approach to video-based learning (VBL). VBL is a powerful approach used in education in order to enhance learning results as well as the learners' satisfaction. The aim of this study is to explain advantages, disadvantages and design tips of instructional videos according to new trends in education. This paper would be useful for anyone interested in designing, preparing and implementing instructional videos.

Springer eBooks, 2018

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The power of the visual medium is usually wasted in educational efforts. Next time you watch a television documentary, an educational DVD or a lecture on the internet, close your eyes and you will soon realise that you can gather just about all the information from just listening. Most of the time we see 'talking heads', slides full of text that are read or clips and pictures that contain little additional information. Most of the visuals are used purely to decorate, perhaps to justify why the content appears in a visual medium rather than a simple audio recording. Of course, we like things that are pretty, but there is little point in spending so much effort on decoration and let the immense potential of the visual medium to add to the learning experience go unfulfilled. Making an audio recording in such cases would have been much cheaper.

Interactive multimedia in …, 2005

There have been many experiments and innovations in the field of education and training regarding knowledge delivery. From face-to-face to virtual education, different technologies have played great roles at different times. In the last two decades, due to the advent of computer technologies, information delivery has got new meaning. Development, access, and transfer of text, sound, and video data have given a unique face to classrooms, libraries, and training and resource centers, in the form of interactive multimedia programs.

Health Promotion Practice, 2014

Videos are powerful tools for enhancing the reach and effectiveness of health promotion programs. They can be used for program promotion and recruitment, for training program implementation staff/volunteers, and as elements of an intervention. Although certain brief videos may be produced without technical assistance, others often require collaboration and contracting with professional videographers. To get practitioners started and to facilitate interactions with professional videographers, this Tool includes a guide to the jargon of video production and suggestions for how to integrate videos into health education and promotion work. For each type of video, production principles and issues to consider when working with a professional videographer are provided. The Tool also includes links to examples in each category of video applications to health promotion.

TechTrends, 2017

This paper outlines a rudimentary process intended to guide faculty in K-12 and higher education through the steps involved to produce video for their classes. The process comprises four steps: planning, development, delivery and reflection. Each step is infused with instructional design information intended to support the collaboration between instructional support staff and faculty to produce video that will be meaningful to students and support their success in a class. In outlining this approach, the paper also explores technological and pedagogical considerations related to each of these steps that can help faculty and staff determine how best to incorporate video into online classes. Finally, supported by research on best video practices and with examples from our own experiences as instructional designers and instructors, the paper outlines how these steps relate to four broad categories of video: introduce, model, explain/inform and feedback. Keywords Deliver video. Develop video. Educational video. Engaging video instruction. Online learning. Plan video. Purposeful video. Steps in educational video design. Teaching practices using video. Video feedback

1992

Educational multimedia and hypermedia systems, which integrate computer-generated text and graphics with full-motion video and stereo sound, dominate much discussion about the future of computer use in education. This guide brings together the thoughts, ideas, and experience of elementary school students, classroom teachers, administrators, university-based teacher educators, and educational researchers who have several years of experience with multimedia/hypermedia hardware and software. The guide's eight articles attempt to provide a composite profile of what can be expected from the technology and what the technology requires from those who want to use it, particularly with special needs students. The guide addresses instructional design of multimedia/hypermedia materials, classroom management, teacher and student training, equipment acquisition, student perceptions, teacher perceptions, and administrative perspectives. Articles include: "Teacher Training in Multimedia: Content Enhancements and Considerations for Instruction"