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Instructional Design and Development (IDD) With the faculty member as content-expert, professional production and instructional design staff create digital audio, video or animated learning materials to enhance student learning. These types of materials can also be developed as part of a more complex learning game or resource.
Personalize an online course: A short, reusable video introduces and personalizes the instructor to online students. (Examples from IDD).
Clarify a difficult concept: Video and animation can provide visual examples to clarify complex concepts when words aren't enough (Nova: Black Holes; also see physics site: The Physlet Resource)
Demonstrate an action: Showing in addition to telling emphasizes the importance of procedural knowledge (Adult CPR, Google Video).
Provide first-person accounts:
Video can introduce students to people who cannot come to the classroom, e.g., leaders in the field, experts on a topic, etc. (Senator Ted Kennedy at MIT).
Take students where they can not physically go: Video provides access to otherwise inaccessible locations, allowing virtual field trips such as this PBS documentary on combat medics in Iraq.
Students produce video to show learning: As with poster boards and class presentations, student produced work encourages learning retention and higher-order thinking.
Article links require a DePaul Campus Connection username and password for access.
Hughes, J. (2005). Improving communication skills in student music teachers. Part Two: questioning skills. Music Education Research, 7(1) 83-99.
Clark, R.C. & R.E. Mayer. (2003). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Pfeiffer. Book review in ETR&D (2006). 54(2).
Miller, S. (2005). Video as Process and Product. EDUCAUSE Quarterly. 1(1),58-61.
Contributors: Jean Bryan, Daniel Stanford, Rick Salisbury