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eStream (Increasing the use of Streaming technology in school education in Europe 2003 - 2006) gathered a collection of useful resources such as study guides, tutorials and research material about streaming technology in school education. eStream was a transnational project which aimed at promoting the use of Streaming technology in school education. This included technical and organisational aspects as well as the usability and the didactical impact. The eStream partnership, composed by institutions from 6 European countries, targeted at all staff involved into school education, teachers, decision makers, experts and educational multimedia publishers.

"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.

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.

YLE is Finland's national public service broadcasting company and Opettaja.tv is its service for teachers both on TV and on-line. YLE Teema is broadcasting Opettaja.tv for a few hours on five days of the week, offering teaching material for class work as well as to serve teachers' further education and professional development. Most Opettaja.tv TV programmes are also available online. The web site offers a great amount of audiovisual teaching material and tools for its use in class. The web site also serves as a discussion forum for teachers and as a platform for the exchange of teaching material. Opettaja.tv is made in cooperation with headteachers and the Finnish National Board of Education.

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.

This is a website run by JISC in the UK which provides advice, guidance and training on the creation and use of digital media resources. JISC Digital Media also offer an interesting newsletter called Intermedia which includes news on forthcoming events as well as articles on a variety of relevant topics. The Digital Media service is offered to the UK's Further and Higher Education community and covers creating digital media resources (specifically still im-ages, moving images and sound resources), delivering digital media resources to users, using digital media resources to support teaching, learning and research and managing both small and large scale digitalisation projects.