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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."

"In this paper we introduce a way to analyse video use through what we have named the Three ‘I’s Framework – image, interactivity and integration. This conceptual framework seeks to provide a practical decision tool to help teaching staff and practitioners with the pedagogic design and development of video streaming resources for online learning. Our aim is to provide a way of understanding the role of video as it changes from a presentation tool to a focus for networked learning." Although the pedagogic use of film and video has a long history, its widespread use has always been limited by production costs and delivery difficulties. In recent years costs of production have fallen and the web has emerged as a mainstream educational distribution medium. Video itself can be used in many ways: ‘talking head’, interviews, video diaries, video labs, simulations, instructional sequences, ‘fly on the wall’, video help etc. Through the browser, ‘streaming’ video sequences can be linked to slides, text conferencing, whiteboards, video conferencing, shared applications, online assessment and third party web sites. A major element of the JISC/DNER Click and Go Video project is to move beyond the current understanding of video as a purely presentational tool. The seamless combination of digital video with other tools offers an opportunity to experiment with video as a focus for networked learning. However there is an acute lack of pedagogic resources, research and evaluation on the use of video streaming for teaching and learning. The pedagogical challenge faced by teaching staff and practitioners is not only to choose the appropriate streaming technology but also to design meaningful learning events.

Teachers in higher education are slowly accepting the fact that they have to become more professional in their approach to teaching, matching their professionalism in research. The notions of quality audit and teacher appraisal are new, and in their existing forms ill-founded, but they represent a challenge that teachers will have to face. The book aims to prepare them for this: both to contribute towards a well-founded implementation of quality audits and appraisal, and to achieve their personal aims of improving their teaching and their students' learning. There is also a growing recognition that the technological media have the potential to improve student learning, or at least teach efficiency, and university teachers are looking for ways of increasing their understanding of what can be done with the new media, and how to do it. This book will inform them about what has been done and what is already known, helping them to think constructively and critically, and building toward a practical methodology for the design, development, and implementation of educational technologies. Part one explores students' learning, and what it is that they need from educational technology; part tow looks at individual teaching methods and media, including non-interactive media (lectures, print, audio, etc.), hypermedia (CD-ROM, etc.), and interactive media (simulations, modelling programs etc.); and part three discussed the design methodology, designing learning activities, setting up the learning context and maintaining quality.

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.

How can Wii Sports teach us about metaphysics? Can playing World of Warcraft lead to greater self-consciousness? How can we learn about aesthetics, ethics and divine attributes from Zork, Grand Theft Auto, and Civilization? A variety of increasingly sophisticated video games are rapidly overtaking books, films, and television as America's most popular form of media entertainment. It is estimated that by 2011 over 30 percent of US households will own a Wii console - about the same percentage that owned a television in 1953. In Philosophy Through Video Games, Jon Cogburn and Mark Silcox - philosophers with game industry experience - investigate the aesthetic appeal of video games, their effect on our morals, the insights they give us into our understanding of perceptual knowledge, personal identity, artificial intelligence, and the very meaning of life itself, arguing that video games are popular precisely because they engage with longstanding philosophical problems. Topics covered include: * The Problem of the External World * Dualism and Personal Identity * Artificial and Human Intelligence in the Philosophy of Mind * The Idea of Interactive Art * The Moral Effects of Video Games * Games and God's Goodness Games discussed include: Madden Football, Wii Sports, Guitar Hero, World of Warcraft, Sims Online, Second Life, Baldur's Gate, Knights of the Old Republic, Elder Scrolls, Zork, EverQuest Doom, Halo 2, Grand Theft Auto, Civilization, Mortal Kombat, Rome: Total War, Black and White, Aidyn Chronicles

"Video can be a powerful tool for stimulating self-expression and interaction in group development work. Used in a participatory way, video encourages clients to examine the world around them, raising awareness of their situation and helping them to become more actively involved in the decisions which affect their lives. Based on an innovative approach researched over twelve years, Participatory Video offers a comprehensive guide to using video with groups. The book includes over 60 step-by-step exercises, explaining clearly the procedure to follow, time needed and value of each activity. It provides basic information about video equipment and how to operate it, techniques for teaching skills to group members and advice on planning a series of workshops and longer-term video projects. Jackie Shaw and Clive Robertson place the use of video within a coherent theoretical framework and show how to maximise its effectiveness in groups with a range of different needs. Participatory Video will be of particular interest to group leaders looking for new ways to enhance and amplify the group development process. It is aimed at a wide range of professionals, including social workers, youth and community workers, teachers, development educationalists, extension workers, therapists, community artists and video trainers." "Participatory Video is a comprehensive guide to using video in group development work. Used in a participatory way, video can be a powerful tool, which allows clients to examine the world around them, gain awareness of their situation and become more actively involved in decisions which affect their lives. Based on an innovative approach researched over twelve years, the book sets out a complete programme for workers in a range of social work, community, education and health settings. It features over 60 exercises, explaining clearly the procedure to follow, the time needed and the value of each activity. It includes practical advice on: * workshop planning * video equipment and how to use it * teaching technical skills to group members * running long-term projects Participatory Video is a practical handbook for a wide range of professionals, including social workers, teachers, extension workers, therapists, community artists and video trainers. "

The use of video in teaching and learning is a common practice in education today. As learning online becomes more of a common practice in education, streaming video and audio will play a bigger role in delivering course materials to online learners. This form of technology brings courses alive by allowing online learners to use their visual and auditory senses to learn complex concepts and difficult procedures. This article offers an overview of using streaming video in the online educational environment and discusses the various formats of streaming media. The various hardware and software programs used to create streaming video are also examined along with the advantages and drawbacks of using streaming video in online instruction. Finally, a discussion of how streaming video can be used in online instruction and its curricular applications are addressed.

This project investigated the exploitation of on-line video media for the Continuing Professional Development (CPD) of dentists. More specifically it focused on the evolution of the video media from video-conferencing to simple and complex webcasting. The study aimed to establish models of best practice for the use of both videoconferencing and webcasting in the training of dentists. The three phases in the investigation progressed from a single screen presentation to three frame webcasting. • Phase 1 consisted of videoconferencing and one-frame webcasting across the local area network (LAN). • Phase 2 was a two-frame webcast across the LAN. • Phase 3 a three-frame webcast across the Internet. In each phase three different teaching scenarios were compared the lecture, seminar and one-to-one delivery. The same presenter and teaching material (Medical Emergencies) were used in each setting. The majority of participants were about to qualify as dental surgeons. A qualitative analysis was employed using questionnaires with a 5-point Likert scale, interviews and observational techniques. In the questionnaire, presentational, technical and educational issues were investigated. What clearly emerged was the very positive reaction towards the video media which were considered a most acceptable mode of delivering CPD (rated very good and good more than 80% of the time). Similarly, the presenter and teaching material scored highly in all phases and scenarios (good to very good, 4-5 on the Likert scale). Video-conferencing was deemed more suitable to special occasions such as major lectures, and webcasting was preferred in a one-to-one setting. Technically, webcasting did not make extra demands on the presenter, audio was more reliable and set up times were minimal compared to videoconferencing. However, sufficient webcasting bandwidth was necessary to prevent web-congestion. 'Interactivity' was essential to both recipient and presenter. It was appreciated most in Phase 3 webcasting where the chat box gave time to reflect before responding. A 'learning line' was proposed with videoconferencing and webcasting as part of the spectrum between face-to-face and on-line learning, respectively.

Abstract: This paper reports on a survey of the use of video as a teaching resource within one British University, drawing on evidence gathered during 1995 from fourteen Schools within its four Faculties. It identifies the factors and issues which influence the use of video in teaching, including management of video resources within the Schools; how video is used to support teaching strategies; and its perceived usefulness as a teaching resource. Findings note the extent to which video is used across the University; the factors that support or discourage its use; and the awareness and expectations that teaching staff have of video as a teaching tool. The discussion offers some recommendations as to how video use may be supported and improved within the University. The research could form the basis for a larger study to establish whether the findings from this survey may be typical of the picture in higher education generally.