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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."

This paper discusses an initiative that utilised a combination of "Project based Learning" and a "Learning with Technology" approach. Project based learning emphasises group work and knowledge construction whereas learning with technology emphasises using technology as a tool to promote thinking. A Digital Video (DV) Camp project was organised at the Hong Kong Institute of Education with twenty teacher education students to explore how technology could enhance meaningful learning in a project based learning environment. The objective of the project was to investigate how students could learn with Digital Video technology through collaborative project based learning activities. The paper discusses how students utilised DV technology in small groups to produce two DV outputs - a one minute introduction of their group members and a three minute DV on a specific topic. Student feedback and evaluation was positive in relation to the approach and feedback was used to reorganise another DV camp in the subsequent year. Implications for the approach are discussed.

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."

Subtitle: The Impact of Video on Student Learning in Formal Education. A resource provided by the Education Department of the Corporation for Public Broadcasting for the benefit of Public Broadcasters and Educators throughout the United States. Created by EDC’s Center for Children and Technology. "Today’s children are growing up surrounded by television and video. Visual media is already an essential component of classroom instruction, with almost all teachers employing video in some form in their teaching. As the presence of broadband, digital media, and streaming video increases, the likelihood is that video will become an even more essential classroom resource. Classroom resources these days must be backed by research. The passage of the No Child Left Behind Act of 2001 requires that instructional resources must demonstrate evidence of effectiveness. As a result, scientifically-based research is more important in education than ever before. This report focuses on key questions concerning the relationship of television to learning, and provides examples drawn from current television research to demonstrate television’s effect on student achievement. A set of practical recommendations are also provided so that broadcasters and educators can maximize the effectiveness of video in the classroom."

Subtitle: Technological, organisational and educational aspects. A review written by the eStream partnership and published in May 2006. The aim of this publication is to provide guidance to all those working on understanding and evaluating the different aspects of video streaming in education: This includes technological, educational and organisational aspects, issues related to audiovisual content, IPR and copyright regulations and a look at possible future scenarios for educational applications of streaming media technology. The publication contains a series of case studies from all over Europe.

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.

This is a review written by the eStream partnership, published on the 14th June 2004. This handbook provides teachers (and pupils), decision makers, educational support staff in schools as well as content developers and distributors with information about state of the art streaming media technologies in education. It highlights the opportunities for their practical use in education, and offers practical, hands-on information for everyone interested in planning a streaming activity. The publication includes a selection of educational projects applying streaming media, as well as relevant tools from all over Europe and beyond. It gathers best-practises and endeavours both technological and pedagogical issues around the educational use of streaming media. Also available in Greek and German.

Video recordings can be an important means of fostering the ability to debate in school. The writer offers curriculum goals, thoughts about the complexity of debates, suggestions and reasons for the use of video recordings in class. The step-by-step instructions for developing a “debating curriculum” help putting that process into a structure.

Every day, pupils are subject to a whole load of information. TV and radio are still their most popular sources of information – especially so-called “infotainment” shows are watched a lot. The projects described in this text show the pupils how deceptive an apparently “objective” show can be. They learn actively how to use certain images and linguistic styles and how to analyze their effects. The detailed description of the respective lessons offers a lot of background knowledge and gives the instructors the chance to carry out similar projects in their own schools.

Movies picture current moods, atmospheres and developments. They use different ways of showing their own view of the reality. As they are entertaining, young people like movies a lot. This text suggests ways of working with movies in Literature, Language, Religious Education and Art-classes both in a pedagogically motivated as well as in a didactically reasonable way. The movies can both be used in terms of content or as a subject to formal analysis. If teachers manage to use that medium without destroying its aura, they can build on existing media competency and can foster new, improved abilities when it comes to handling media.