Schwartz, D. L., & Hartman, K. (n.d.). It is not television anymore: Designing digital video for learning and assessment. In R. Goldman, S. Derry, R. Pea, & B. Barron (Eds.), Video Research in the Learning Sciences. Mahwah, NJ: Erlbaum.
Summary
This article provides valuable insights into using videos in education. In this paper, Schwartz and Hartman (2007) explore how video can be a valuable tool for both teaching and assessment, emphasizing that it should be treated differently from traditional TV, whether viewed on a laptop, desktop, or tablet screen. They explain that videos can be specifically designed to help students achieve learning goals, such as noticing details, staying engaged, practicing skills, and explaining concepts. The authors stress the importance of incorporating interactive elements to make videos more effective and engaging. By combining videos with activities like discussions or self-assessments, teachers can create a more interactive classroom environment where students actively engage with the material. Schwartz and Hartman also demonstrate that videos are most effective when used alongside other media, providing practical examples of how videos can be integrated into lessons to support various types of learning.
Evaluation
The paper highlights the increasing use of video in education as technology makes production easier. It effectively explains how videos can be designed to meet learning goals, making it a valuable resource for educators. However, the authors point out a lack of research on video effectiveness compared to other tools and call for more studies. They also don’t address the costs or time involved in creating videos, nor do they recommend free tools or offer advice on affordable options, which would have made the paper more practical.
Reflection
I believe videos should be an active part of learning, not just passive viewing. Adding interactive elements like quizzes, games, or discussions makes videos more engaging and helps keep students on track. Interactive videos work well both in and out of the classroom. In a flipped model, students can learn at their own pace, while quizzes assess understanding before class. In online learning, interactive videos maintain engagement and track progress, and in class, they encourage participation through live discussions. Combining these methods helps students stay engaged and promotes deeper learning.