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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.

Abstract on Ed/ITLib: "In this paper theoretical perspectives for analyzing the pedagogical meaningfulness of using videos in teaching, studying and learning are presented and discussed with a special focus on using digital and online video materials. The theoretical arguments were applied in the international JIBS – Joint Inserts Bank for Schools project (see < http://www.ebu.ch/departments/television/co_finance/jibs.php>). Out of existing theoretical literature six characteristics of meaningful learning were selected. According to these characteristics, meaningful learning is 1) active, 2) constructive and individual, 3) collaborative and conversational, 4) contextual, 5) guided, and 6) emotionally involving and motivating. In this paper, these characteristics are discussed with a special focus on learning with digital and online video materials. The characteristics provide insights into how digital and online videos can be used in a pedagogically meaningful way in teaching, studying and learning processes. It is evident that videos viewed either through television or computer can be seen as tools for learning. However, videos are just one component in the complexity of a classroom activity system. The learning outcomes depend largely on the way videos are used as part of the overall learning environment, e.g. how viewing or producing videos is integrated into other learning resources and tasks."

Untold Stories: Learning with Digital Stories (UntoldStory), is a project under the European Commission Lifelong Learning Programme focusing on the provision by public libraries and museums of informal learning opportunities for migrant communities in specific regions of four countries (Czech Republic, Denmark, Germany and Greece), through shared Digital Storytelling, utilising the potential of new Web 2.0 technologies. Digital Stories usually entail the creation by an individual or group of a short ‘digital movie’ integrating images, text, and sound with narration. Untold Stories enables individuals and groups from migrant communities to create, store, promote and share Digital Stories which reflect their experiences in their adopted country. The website lists the stories in a repository and also provides a 'Toolbox' with 'Cookbooks' in several languages, which are in fact manuals: 'In order to help you with your digital story, our team has prepared a detailed manual that would guide you through the whole process of digital storytelling. This guide has information that covers the concept of storytelling itself as well as the technical aspects of it: images, sound,video edition, conversion to FlashVideo format.' One of those cookbooks is the English one: http://www.untoldstories.eu/eng/content/download/470/3990/file/COOKBOOK%20EN.pdf

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.

Daisy and Drago is an animation by 6-year old Turkish pupils under the guidance of two teachers from the Terakki Foundation Schools in Istanbul, Turkey, English teacher Miss. Özge Karaoğlu and animation teacher Mrs. Havva Kangal Erdoğan. Daisy and Drago aims to entertain young learners while they learn a foreign language (in this case English) and help them to build permanent learning in English. The pupils made drawings in their animation class, coloured them and by putting them behind each other, an animation was created. The pupils also dubbed the animation for a Turkish and an English version. In a repetitive and funny story young children can learn to use the English phrases “I can – I can’t – Can you?” as the young girl Daisy invites her friend Drago to several of her favourite sports activities, but he can’t do them as he is a dragon and she is a human, but there is one thing that Drago can do... By integrating Art and English lessons, pupils had the opportunity to learn and combine artistry and language skills during the production of this animation film and their audiovisual aids are now an important part of the resulting animation. They learned how to record their voices and sounds for the animation, but also to create and maintain teamwork and present their artwork to an audience. This film has been used in English lessons as a teaching resource in English language teaching. The resulting animation is also part of lessons as Özge and Havva explain: “We have used this film in our kindergarten classes when we teach sports . Before we present the topic we show some snapshots of the video where they do different sports and we ask the kids to name them. We ask students about their favorite sports then we ask them which sports they can do. They look at the snapshots and decide what Daisy can do and what Drago can’t. After they watch the film, students role-play the story and discuss what Daisy and Drago can or can’t do. They also watch the film without the sound and then try to remember what the characters say in different scenes. Another related activity is preparing posters for the film and making puppets of the characters.” Follow-up stories were later created such as 'Daisy and Drago and the Magic Wand', ... Daisy and Drago won the MEDEA Award for Creativity and Innovation 2009. You can watch a MEDEA Showcase about the project here: http://www.medea-awards.com/daisy-and-drago, and be sure to watch the "making of video" of Daisy and Drago’s narration: http://video.google.com/videoplay?docid=1352486947893285486#

This paper uses case studies to describe how streaming video is currently used to support student learning in post compulsory education in the UK. It describes the current role of streaming video and identifies processes that could extend the application of streaming in education. It attempts to establish a case for more formal evaluation and communication of educational processes involving streaming and identifies elements of a research agenda that could further develop the application of streaming technology in education.

This paper examines some instructional practices concerning the non-optimal uses of video, films and other mass media in the K–12 classroom. Based on a six-year process of observing and interviewing teachers regularly in two school districts in Massachusetts, USA, this paper presents a typology of seven common patterns of non-optimal media use, instructional practices that diminish or weaken the value of film and video viewing as a learning tool. A telephone survey was conducted with a purposive sample of 130 middle-school and high-school teachers to provide additional evidence concerning teacher perceptions of the frequency of their colleagues’ non-optimal use of video. Teachers in the USA report that their colleagues frequently use media for non-educational purposes, including to fill time, to keep students quiet, as a break from learning, or as a reward for good behavior. The implications of non-optimal media use are considered in light of renewed interest in integrating media literacy into K–12 instruction.

Interviews with experts about how to "teach film"

The guide includes advice on how to manage teaching and learning film in early years settings, classrooms and across the school, a model for learning progression, and an extensive list of further resources and resource providers.

Classroom Video Ltd specialises in the production and supply of educational DVDs to schools and Further Education colleges here in the UK and to International schools teaching the UK National Curriculum overseas. The majority of programmes come complete with teachers’ notes to help with lesson and homework planning, and a full programme summary. All programmes are available on DVD and are available on preview for assessment prior to purchasing.