This paper, prepared for publication in a professional journal, makes the point that through well-designed used of video, learning outcomes can be better identified and achieved. The authors go on to provide research to support the value inherent in the use of visuals to enhance learning. The examples used are certainly valuable and well thought out; the authors are correct in every case cited. The value of well-designed video in learning is unquestioned.
I did have two issues with this article: First, it is written like a third-year undergraduate research paper, with too much use of pronouns and short, repetitive sentences. I was surprised at this level of writing being published; the message was hard to decipher. They took 25 pages to gives us three pages of information.
Second, the authors decry the lack of research on the use of designed video for classroom or learning use. As a teaching tool, video in some form has been around for 60 years or more, from the days of filmstrips and 8mm short features to the modern student-produced, studio-polished masterpieces we see now. I daresay the use of video in learning is better researched than the authors would lead us to believe. At least they included the research from my favorite learning theorist, Albert Bandura.
In many ways, this article states the obvious. The authors do provide a matrix to identify the steps that depend on each desired outcome, but the matrix is not intuitive, at least not in the circular form they used. As a learning tool itself I found this article wanting.
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