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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.

Case teaching has the potential to involve students in complex decision settings, enhancing their identification with protagonists facing difficult challenges. This article explores the impact of teaching a printed leadership case study with and without the appearance of the CEO in class—by video or in person. Our investigation shows, via qualitative and quantitative means, that the leader’s presence, even through video, significantly affects student engagement and can substantially enhance impressions of leadership effectiveness. We offer implications for teachers and propose future research directions.

This is the first workbook to follow the entire process of video dance production: fro having an idea, through to choreographing for the screen, filming and editing, and distribution. In doing so it explores and analyses the creative, practical, technical and aesthetic issues that arise when making video dance. The book is written by award-winning director Katrina McPherson, whose passion for the genre combines with her wide experience of choreographing directing and teaching video dance.

In this case study the authors discuss the creation of a digital video resource delivered via the WWW and CD-ROM for the teaching of interpersonal communication skills to distance students involved in a Masters of Library and Information Studies (MLIS) programme. The learning objectives of the resource, a walkthrough and an examination of the production of the digital video material are provided.

MICROTUBE is a website where students can submit short video clips that explain microeconomic concepts, effects, or theorems. The basic idea underlying the MICROTUBE project is very simple: Students of economics produce video clips for students of economics. If these clips are worthwhile to watch, all the better. But how to implement such an idea? After some initial discussions with experts from the media services at the University of Zurich, it was agreed that it would be advisable to invest the available time in a small number of clips (rather than having too many). So a plan was made. A script was written, a casting organized, and locations were selected. Two camera teams worked in parallel over an extremely dense offsite weekend. And then, following weeks of cutting and fine-tuning, we ultimately arrived at the clips that are shown on this website. The MICROTUBE team hopes these clips will be (or have been) enjoyable for you! Acknowledgement. This e-learning project was made possible by the generous support of the Initiate Interactive Learning (IIL) at the University of Zurich during the years 2007 and 2008. The website was designed and realized by Michael Hohl. The MICROTUBE project is an original idea of Christian Ewerhart.

CANON Cultuurcel of the Flemish Ministry of Education and Training launched the INgeBEELD project (INgeBEELD means “in images” or “imaginary”). INgeBEELD is divided into 4 seperate subprojects with different target audiences. INgeBEELD 1 (3-8 years) familiarises young children with the different building blocks of audio-visual media through five short films and engages pupils in how to look at things and communicate about the experiences. INgeBEELD 2 (6-14 years) aims to bring about the delivery of audio-visual teaching at school that is adapted to the living environment of different age groups. It focuses on experimental film, video art and shorter audio-visual creations and introduces the basic principles of network culture and the new media. In these tasks, various media are integrated that are now omnipresent: mobile phone, mp3 player, computer games. INgeBEELD 1 and 2 are delivered in boxes with materials such as richly-illustrated textbooks, prints/drawings and photo materials, enriched with digital materials such as online assignments and DVDs with animations, cartoons, video. Young people learn to creatively express themselves by making music and sounds, drawing, playing drama and using video INgeBEELD 3 (12-18 years) is a website that contains 4 modules, challenges and materials for all types of secondary education. Teachers can find many ideas and have access to any audio-visual tool to set up or complete their activities. INgeBEELD4 (for teachers in training and in practice) is in a test phase and plans to make these teachers multimedia literate via a ‘media wisdom’ platform. Visitors discover the possibility of working (themselves) on this via five different worlds consisting of audiovisual clips, films and games, all connected with each other. Indirectly students and schools can then benefit from the media wisdom.

This project Unseen Voices, is a new silent digital film (8 mins) as part of a collaborative interdisciplinary creative learning project, created and delivered by Sergio López Figueroa (Creative Director of Big Bang Lab). In two-week workshops a group of music students learn the history of the second World War, the Holocaust and Kindertransport (youth refugees in 1939) by learning how to create a film entirely by re-using archive film footage and photography and editing digitised clips, learn where and how to research, copyright issues, make the storyboard and the film, compose the music with support of Music Leader and finally perform live at the Holocaust Memorial Day with the Unseen Voices film in Wembley Town Hall in January 2008. At a second stage, an educational DVD was produced including four mini documentaries of the whole process and further resources including web resources for the use of teachers and other schools and distributed to 100 schools in the Borough. The project was funded by the Museum Libraries and Archive Council (MLA) and is now actually being used as a best practice model for the second stage of their funding program. A MEDEA Showcase is dedicated to this project, including an interview and excerpts from the DVD: http://www.medea-awards.com/unseen-voices

'Les TIC en Classe' is French for "ICT in class". It is an interactive DVD, produced and published in 2007 by the Ministry of Education in France, to motivate teachers to use ICT in the classroom. 37 films (5-7 minutes) allow the viewer/teacher to "enter" and participate in a class. Each film is supplemented by interviews with the teachers and students, educational materials and relevant links. The DVD shows with concrete examples and situations the contribution and advantages of digital services and tools to learning, to show the actual activities of students and to encourage teachers to use the many accompanying documents (on the DVD or available online) and extend the use of ICT and examples shown in the videos. The DVD was chosen as a medium because it allows teachers to easily access the multimedia content that interest him/her (movies, interviews with teachers or pupils, PDFs and links) and it can be viewed on any computer and all types of operating system (even old versions). The DVD features a dual navigation to discover the contents by subject in primary and secondary education (French, mathematics, modern languages, etc ...) or to browse by theme: background materials (on for instance interactive tables), involved psycho-motoric learning goals or resources, … Presented at numerous meetings and in many institutes of teacher training, the DVD was a big hit among the teachers so it was reissued in 6000 copies, a special edition targeted at primary education and an English version of 10 films (http://www.educnet.education.fr/en/videos/ict-uses) were made in 2008 and 2009. Project media is a DVD, but the movies and materials are also available online: http://www.educnet.education.fr/canal-educnet and DVDs are sent to teachers who request it via e-mail: usages-sdtice@education.gouv.fr. A MEDEA Showcase was also dedicated to this educational package: http://www.medea-awards.com/les-tic-en-classe.

The physical demo site in Patras has been set up for one part the Science Laboratory of the University of Patras, School of Education. The Science Laboratory is dedicated to carrying out research in Science Education, including the application of science and ICT in education. The laboratory has expertise in evaluating new products and testing them for educational use, be these software, hardware, and/or methods of implementation in class. On a yearly basis, more than 180 future primary school teachers are trained here. The Laboratory also carries out in-service training for teachers in its particular fields of expertise. Within eStream, schools are invited to come to the university for a day in order to explore the demo site. 15 different science videos (science experiments), produced by the Science Laboratory, can be viewed at the demo site, together with the theoretical background to the experiments, via a website set up to this end: This is a small web site with recorded science experiments to explain scientific concepts in an understandable manner. The experiments on video are related to theory explanations on the site: http://estream.upatras.gr/index.html. Also in Greek available: http://users.sch.gr/spilios/air1.htm

Subtitle: Educational best practices and some first observations of their implementation. A review written by the eStream partnership, published in July 2005. The main aim of this publication is to summarise the efforts of eStream undertaken to gain more insight into the impact of streaming media technology on the quality of teaching and learning. The publication, therefore, includes the learning/teaching scenarios developed by the eStream partnership, together with some conclusions. Furthermore, the publication contains considerable information on general aspects of streaming media technology in education, taking into account that readers might be beginners interested in the topic, but with little background in the thematic area. The booklet closes with a chapter dedicated to emerging developments and their impact on streaming media. Also a German and Greek version available.