What I Read for the Week of September 30, 2024
Schwartz, D. L., & Hartman, K. (2007). It is not television anymore: Designing digital video for learning and assessment. This article explores how digital video has transformed from traditional broadcast models into a dynamic learning tool. Schwartz and Hartman emphasize the need for thoughtful design, highlighting that video—when used interactively—can promote deeper engagement and understanding. They distinguish between observational, constructive, and narrative video types, each with a unique role in enhancing learning and assessment.
Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. This review delves into the cognitive, affective, and behavioral benefits of using video podcasts in education. Kay highlights the positive impact of video podcasts on student understanding but emphasizes the need to pair these tools with active learning strategies to avoid passive consumption.
Hung, C. M., Hwang, G. J., & Huang, I. (2012). A Project-based digital storytelling approach to improving students’ learning motivation, problem-solving competence, and learning achievement. This study shows how integrating digital storytelling into learning can significantly boost students’ motivation, problem-solving skills, and overall academic performance. The project-based approach engages students in a creative and collaborative learning process, making digital learning more relatable and immersive.
Yadav, A., Phillips, M. M., Lundeberg, M. A., Koehler, M. J., Hilden, K. H., & Dirkin, K. H. (2011). If a picture is worth a thousand words, is video worth a million? Differences in affective and cognitive processing of video and text cases. This research investigates how video and text elicit different emotional and cognitive responses in learners. The findings reveal that while video creates stronger emotional engagement, both video and text need to be paired with active learning strategies to optimize cognitive outcomes.
Nunes, J. M., & Fowell, S. P. (1996). Developing educational hypermedia applications: A methodological approach. This article outlines the development of educational hypermedia, emphasizing collaboration between content experts and developers. Nunes and Fowell argue that hypermedia can support self-directed learning by allowing students to interact with content in non-linear ways, promoting a constructivist approach to education.
These readings provide essential insights into how digital tools—whether video, podcasts, or hypermedia—can transform learning when used strategically. Each article offers valuable lessons on designing engaging and effective learning environments that foster active participation and deeper understanding.
#EdTech #DigitalLearning #EducationalResearch #VideoInEducation #Hypermedia #DigitalStorytelling #Podcasting #LearningDesign #ActiveLearning #Constructivism #EducationalTechnology