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This handbook is an outcome of the Click and Go Video Project of JISC. Click and Go Video was a project from 2000 to 2002 that aimed to provide "a user orientated resource for the academic community that will stimulate and enhance the use of moving image archives for mainstream learning and teaching. It will investigate and report on best practice in developing a video enriched learning environment through the integration of archived moving images, locally produced video, Web resources and asynchronous and synchronous communications tools."

The paper gives a brief overview of the use of digital video in distance education, the background to The Open University's Digital Video Applications (DiVA) Project, the contexts in which the Digital Video Library system is being used and some evaluation findings. Through DiVA, the university is investigating how it can use its video assets effectively, to support reuse of existing materials in course production. The project team is also evaluating student use of the system. The paper reports on an observation study which revealed several usability issues and stakeholders' opinions about potential uses of the DiVA system. This is followed by findings from an evaluation of student use of the system at a residential school and its use as part of an online learning activity undertaken by students accessing the system remotely. Evaluation findings to date indicate some quality and workload issues but they also show opportunities that come to light when using the DiVA system.

A paper about getting the most educational value out of viewing videos in the classroom and providing special attention to evaluation. Including useful guidelines for pre-activity, activity, and post-activity: how to implement video practically, time-wise and goal-oriented into a lesson plan. "Video is an educational media with a foremost place in current and future education, even in the context of growing interest in ‘interactive multimedia’. Through thoughtful planning, video instruction can be used to promote ‘interactive’ learning, in the best sense of the word – the sense of active learning described in this article. Videos can be used to help promote student curiosity, speculation and intellectual engagement. They can help promote group learning discussions and activities allowing learners to use knowledge they already have and higher-order cognitive skills required to extend their knowledge. In combination with other instructional strategies, videos can allow learners to make their own input into learning experiences and to realize the personal importance of learning itself. It is up to the teacher to develop processes and circumstances to get the most ‘interactive learning’ value from video and to help bring the video experience into the real world of the student as learner."

KQED Education Network engages with community and educational organizations to broaden and deepen the impact of KQED media to effect positive change. Through parent education and professional development workshops, public screenings, multimedia resources, and special events, Education Network reaches more than 200,000 Bay Area residents a year and serves people of all ages, with a particular emphasis on reaching underserved communities.

The mission of MediaLiteracy.com is to increase awareness of the need for media literacy and of the many resources available for teaching it.

Our goal is to challenge abusive stereotypes and other biased images commonly found in the media. Media Watch, which began in 1984, distributes educational videos, media literacy information and newsletters to help create more informed consumers of the mass media.

information center for digital media in school and education

article about the usage of video in a primary school

using video and computers in class

How to exploit the potential of videos in teacher's training