Learning outcomes that can be achieved by self-assessed, segmented video-print combinations

What is it about?

This paper concerns learning affordances of educational media. These affordances, in the authors definition) offer learning activities (including mental activities), to be enacted by the learner to achieve learning goals. The paper examines learning affordances of video and print in order to assess the learning outcomes afforded by particular combinations of video and print. The affordances discussed for print are: navigability, surveyability and legibility. Those discussed for video are: design for constructive reflection, provision of realistic experiences, presentational attributes, motivational influences and teacher personalisation. The video affordances are examined through a framework of pedagogic design principles and a set of pedagogic roles that video is outstandingly capable of yielding. The paper first discusses the learning outcomes afforded through video alone, then through print alone, and finally through three versions of video–print combinations. One version involves non-segmented video, complemented with print material. In the other two versions the videos are divided into short segments, one version having narration, while the other has only printed commentary. All three versions include self-assessment questions after each segment. The learning outcomes for each of the three video–print versions are categorised using the Revision of Bloom’s Learning Taxonomy.

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Why is it important?

This categorisation using the Revision of Bloom’s Learning Taxonomy can help teachers to assess whether the outcomes they intend for a lesson can be advanced by one of the three video-print combinations. This is particularly relevant for teachers who are developing massive open online courses and "flipping classrooms" (lectures studied at home on video and "homework" projects done with teacher's help in the classroom).

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