The chapter explores video to facilitate learning in Higher Education by
discussing the literature about the effectiveness of video use in teaching and
considering underpinning pedagogy. Many institutions and academics worldwide are
trying to make sense of students’ emerging expectations, requirements, and the means
to meet these uncertainties surrounding every aspect. The landscape of education is
evolving with changes to where students study and technological advances driving the
need for comparable or improved learning experiences online. One of the most
challenging areas to transition online may be developing complicated practical or
professional skills that have historically been acquired in a classroom or on work
placements, e.g., difficult negotiations or technical engineering skills. Strategies such
as asynchronous video and synchronous video conferencing have been commonly used
to transition learning online to date. Evidence exists for the supplementary use of video
in addition to traditional online methods to augment learning attainment only if
carefully designed. The evidence supporting video to develop practical professional
skills is reviewed to highlight key findings and summarise applications to practice. The
chapter concludes with a discussion of the growing body of evidence supporting
learning design considerations in this area and offers an underpinning theoretical
framework to consider how video materials can be incorporated with other activities.
Online curriculum design with integrated video is highly challenging to those who may
be inexperienced, display low digital fluency, inflexible views, or limited digital tool
access. However, this chapter aims to offer a coherent stepped approach to video
construction within online curriculum design that is evidence-based and theoretically
reasoned.
Keywords: Behaviourism, Cognitivism, Constructivism, Curriculum Design,
Digital Education, E-Learning, Flipped Learning, Higher Education, Multimedia,
Online learning, Online Media, Pedagogy, Professional Skills, Practical Skills,
Social Cognitive Theory, Students, Teachers, Video, Video Learning, YouTube.
