Advertisement

The Future of Instructional Video

  • Jonas Köster
Chapter

Abstract

To conclude the discussion of video in the age of digital learning, five central themes have emerged that, in this chapter, are summarized, critically reexamined, and discussed with the future of digital learning in mind. Instructional video, as part of the overall digital learning experience, has many complexities, some of which depend on pedagogical factors. Although there are many digital learning options, video continues to be an important avenue for instruction, and new investment approaches in this medium have the potential for new economic opportunities for universities and companies alike. Going forward, greater analysis of learner behavior is required, as this research can help shape the medium so that it is most advantageous for all.

Keywords

Digital learning ecosystem Economic opportunities with instructional video Knowledge in the digital age Critical view on instructional video 

References

  1. Arendt, H. (1954). The crisis in education. Retrieved from http://la.utexas.edu/users/hcleaver/330T/350kPEEArendtCrisisInEdTable.pdf
  2. Arendt, H. (1961). The crisis in education. In Between past and future (pp. 173–196). New York: Penguin Books.Google Scholar
  3. Barba, L. A. (2015). Why so many MOOC videos are utterly forgettable. Edsurge. Retrieved from https://www.edsurge.com/n/2015-05-11-why-my-mooc-is-not-built-on-video
  4. Bligh, D. (1998). What’s the use of lectures? (5th ed.). Wilmington, NC: Intellect Books.Google Scholar
  5. Clark, P. A. (1985). Individual education: Application of Adler’s personality theory. New York: The Clearing House.Google Scholar
  6. Dale, E. (1946). Audio-visual aids in teaching. New York: Drydeil.Google Scholar
  7. Dewey, J. (1897). The significance of the problem of knowledge (Vol. 1, No. 3). Chicago: University of Chicago Press.Google Scholar
  8. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.Google Scholar
  9. Giroux, H. A. (2011). On critical pedagogy. New York: Continuum.Google Scholar
  10. Koedinger, K. R., Kim, J., Jia, J. Z., McLaughlin, E. A., & Bier, N. L. (2015). Learning is not a spectator sport: Doing is better than watching for learning from a MOOC. In L@S ‘15 proceedings of the second (2015) ACM conference on Learning @ Scale (pp. 111–120). New York: ACM.Google Scholar
  11. Mitra, S. (2013, February 26). Build a school in the cloud. TED Talk presented at TED2013 (Technology, Entertainment, Design 2013), Long Beach, CA.Google Scholar
  12. Skrypnyk, O., Joksimović, S., Kovanović, V., Gašević, D., & Dawson, S. (2015). Roles of course facilitators, learners, and technology in the flow of information of a cMOOC. The International Review of Research in Open and Distributed Learning, 16(3).Google Scholar
  13. Soni, A. K. (2015). Choosing the right eLearning methods: Factors and elements. E-learning Industry. Retrieved from http://elearningindustry.com/choosing-right-elearning-methods-factors-elements

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Jonas Köster
    • 1
  1. 1.Humboldt-Universität zu Berlin, Institut für MedienwissenschaftBerlinGermany

Personalised recommendations