Videos vs. interactive videos

Here is an abstract of an article, which I found very interesting.

“Four different settings were studied: three were e-learning environments—with interactive video, with non-interactive video, and without video. The fourth was the traditional classroom environment. Results of the experiment showed that the value of video for learning effectiveness was contingent upon the provision of interactivity. Students in the e-learning environment that provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings. However, students who used the e-learning environment that provided non-interactive video did not improve either. “

Zang et al., (2006) Instructional video in e-learning: Assessing the impact of  interactive video on learning effectiveness, Information & Management, vol. 43;  pages 15–27

My view is that videos which are not interactive can be effective learning tools too .  It is more about how they are integrated in the learning and teaching practices that makes the difference.  Still, testing students’ reponces is the way forward.

 

 

Lecture Capture workshops at the Media & Learning Conference

Stuart Phillipson, the Media Technologies Coordinator, Manchester University- UK will be delivering a seminar on Opencast Matterhorn: Finding workable open source solutions at the REC:all pre conference event for the Media & Learning Conference in Brussels (14th-16th Nov 2012).

I met Stuart at the Opencast Matterhorn Un-Conference at Oxford University Computer Services (OUCS) in Jan 2012, where he made a brilliant presentation on statistics on students who had access to lecture capture recordings at Manchester Uni. He is adopting Opencast Matterhorn on a wide scale at Manchester Uni. I couldn’t make this conference but you can view his presentation here from the http://www.rec-all.info/  site where they post many events and webinars. REC:all are affiliated to ViTAL (Video in Teaching and Learning SIG).