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ERIC Number: EJ1087989
Record Type: Journal
Publication Date: 2015
Pages: 27
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: EISSN-2331-186X
Learning Outcomes Afforded by Self-Assessed, Segmented Video-Print Combinations
Koumi, Jack
Cogent Education, v2 n1 Article 1045218 2015
Learning affordances of video and print are examined in order to assess the learning outcomes afforded by hybrid video-print learning packages. The affordances discussed for print are: navigability, surveyability and legibility. Those discussed for video are: design for constructive reflection, provision of realistic experiences, presentational attributes, motivational influences and teacher personalisation. The video affordances are examined through a framework of pedagogic design principles and a set of pedagogic roles that video is outstandingly capable of yielding. The paper first discusses the learning outcomes afforded through video alone, then through print alone, and finally through three versions of video-print combinations. One version involves non-segmented video, complemented with print material. In the other two versions the videos are divided into short segments, one version having narration, while the other has only printed commentary. All three versions include self-assessment questions after each segment. The learning outcomes posited by the paper for each of the three video-print-versions are categorised using the Revision of Bloom's Learning Taxonomy. This categorisation can help teachers to assess whether the outcomes they intend for a lesson can be advanced by one of the three versions. This is particularly relevant for teachers who are flipping classrooms or developing massive open online courses (MOOCs).
Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail: info@CogentOA.com; Web site: http://cogentoa.tandfonline.com/journal/oaed20
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom