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university education is primarily about abstraction, and text is considered more appropriate for abstraction, general principles, and meta-knowledge it is too expensive or too much work for faculty instructors experience of higher education is primarily text-based so they are not aware of the potential of video for teaching
Video
1. To demonstrate experiments or experimental situations, particularly: (a) where equipment or phenomena to be observed are large, microscopic, expensive, inaccessible, dangerous or difficult to observe without special equipment (thanks to Clint Lalonde for directing me to the video example) (b) where the experimental design is complex
(c) where the measurement of experimental behaviour is not easily reduced to a single scale or dimension (e.g. human behaviour) (d) where the experimental behaviour may be influenced by uncontrollable but observable variables 2. To illustrate principles involving dynamic change or movement
3. To illustrate abstract principles through the use of specially constructed physical models 4. 5. To illustrate principles involving three-dimensional space To use animated, slow-motion, or speeded-up video to demonstrate changes over time
6. To teach certain advanced scientific or technological concepts (such as theories of relativity or quantum physics) without students having to master highly advanced mathematical techniques, through the use of models and/or animation
7.
(a) provide students with an accurate, comprehensive visual picture of the site, in order to place their study in context (b) to demonstrate the relationship between different elements of the system being viewed (e.g. production processes, ecological balance) (c) to assist students to differentiate between different classes or categories of phenomena in situ (d) to observe differences in scale and process between laboratory and mass-production techniques 8. To bring students primary resource or case-study material, i.e. recording of naturally occurring events which, through editing and selection, demonstrate or illustrate principles covered elsewhere in the course. This may be used in several ways: (a) to enable students to recognize naturally occurring phenomena or classifications (e.g. teaching strategies, mental disorders, classroom behaviour) in context (b) to enable students to analyse a situation, using principles covered elsewhere in the course; or to test students ability to analyse phenomena in context (c) to demonstrate ways in which abstract principles or concepts developed elsewhere in the course have been applied to real-world problems 9. (a) (b) (c) 10. (a) To demonstrate decision-making processes: by recording the decision-making process as it occurs by dramatization by simulation or role-playing To change student attitudes: by presenting material in a novel or unfamiliar perspective
(b) by presenting material in a dramatized form, enabling students to identify with someone with a different perspective 11. To demonstrate methods or techniques of performance (e.g. mechanical skills such as stripping and re-assembling a carburetor) 12. To interpret artistic performance (e.g. drama, spoken poetry, movies, paintings, sculpture, or other works of art) 13. To analyse through a combination of sounds and graphics the structure of music
14.
15. To demonstrate the way in which instruments or tools can be used; to demonstrate the skills of craftsmen 16. To record and archive events that are crucial to the course, but which may disappear or be destroyed in the near future (e.g. Internet reportage of the Arab Spring) 17. To demonstrate practical activities to be carried out later by students
18. To synthesize, summarize or condense contextually and media rich information relevant to the course. It should be noted that such applications would normally include some text, still graphics and probably an audio commentary within the video, and the video would usually be linked to other media, such as text in web pages. The video at the start of this post could be considered an example of application (2) - To illustrate principles involving dynamic change or movement, but might also fit other applications.
References
Bates, A. (1985) Broadcasting in Education: An Evaluation London: Constables (out of print try a good library) Bates, A. (2005) Technology, e-Learning and Distance Education London/New York: Routledge