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"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.

Abstract: This article is intended to help teacher educators, classroom teachers, and administrators interested in educational technology acquire a firm theoretical as well as practical foundation upon which to introduce nonlinear digital video into their undergraduate or graduate instruction; discover a time-tested, step-by-step process for introducing creative hands-on videography projects into their respective teacher preparation programs or classrooms; and recognize why it is critically important for preservice and in-service teachers to establish a personal underlying pedagogical philosophy for infusing video technology into classroom instruction.

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.

Amongst the many recent developments in learning technology, video streaming appears to offer a considerable range of benefits for tutors and learners alike. For these to be fully realised, however, various conditions have to be met. Merely making streams available and directing students to them, does not necessarily result in quality, or indeed any, learning. Drawing on material from the literature and the World Wide Web, as well as recent project experience, this paper discusses the potential effectiveness of video streams as learning resources in higher education within the context of current and possible future technologies.

This paper offers an overview of streaming video and discusses the different formats of streaming media. Various hardware and software programs used to create streaming video is examined. In addition, the paper discusses the advantages and drawbacks of using streaming video in online teaching. Finally, a discussion of how streaming video can be used in online learning and its curricular applications are addressed.

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.

Streaming video was used to support the learning of first year student nurses on a Life Sciences module, as one of many innovations designed to increase the range of resources and support available to students. This paper describes the background to this innovation, the procedures adopted and the results of extensive evaluation. The use of streaming video was evaluated in three applications in the module. A total of 656 students used online directed-learning sessions that incorporated streamed video. Just over half of these students actually viewed the video streams. Their feedback showed that 32% found access easy, 59% enjoyed using the resources, and 25% were very confident that they learned from them. Different types of video were used, and embedded in diverse ways, but the results were consistent across the three applications. They suggest that streamed video can contribute to useful resources to support learning by student nurses but, for a variety of reasons, it may not appeal or be adequately accessible to all students at present.

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.