ABSTRACT

When used effectively, video is a powerful technology for learning. Researchers can examine videotapes to learn about patterns of classroom interaction. Inservice teachers can review videos of their own teaching to reveal their strengths and weaknesses as instructors. In these instances, the video captures naturally occurring events that often elude the naked eye when seen in person but can become clearer upon review. In this chapter, we consider a different use of video for learning. We describe the use of designed video, where the author of a video decides on its components and features beforehand. For example, take the case of a scripted video of a child incorrectly solving a math problem. A researcher can ask other children to watch the video and comment on the errors they notice. When used this way, the video is designed as an assessment that helps researchers learn what the children know. Designed video can also help students learn. For example, a professor might use the same video clip to help explain common mathematical errors to an entire class. Designed video can support learning in many ways. In this chapter, we provide a simple framework for mapping uses of video into desired and observable learning outcomes. We then show how this framework can be applied when designing video embedded in multimedia environments.