Embedded task 3

When used effectively, video is a powerful technology for learning. Researchers can examine videotapes to learn about patterns of classroom interaction. Given the range of seeing outcomes and possible video techniques, how can designers know whether their video has been successful? A recognition paradigm is the least demanding way to test for familiarity. One might show pictures or video clips and asks people to select the ones they recognize. People, however, are very good at recognizing images (Shepard, 1967), so this can be made a more sensitive measure by showing things at a different angle or setting.

Relative novices produce learning-relevant videos with more visual appeal and information than they could prepare given months of computer programming.

To design an effective video, it is important to have a clear target, so in our discussion, we describe some important findings about learning and how to promote and measure it.

Video is a valuable technical tool that allows students to educate their perception, because people tend to assimilate what is familiar rather than accommodate to new subtleties. Therefore, learning to discern often requires special provisions to help people notice

http://aaalab.stanford.edu/papers/Designed_Video_for_Learning.pdf