1. Dr. John Schulz
Centre for Higher Education Practice
University of Southampton
The Grammar of the Education Video: Putting pedagogy before production value

2. Critical Realism ?

3. Practice or Experience
Process
Video
Introduction
Video
linking
Video
linking
Video
Conclusion
Theory
Knowledge claims
Doing
Practice or Experience
Reflection
Critique
Evaluation
(Kolb, 1974)
Content
Video:
Lecture
Video:
Case Studies
Video:
Interviews
(Kay, 2012)

4. (Meyer, 2003)
(Anders, 2017)
(Clark & Meyer, 2016)

5. NCRM
University of Southampton
NCRM
University of Southampton

6. Aims Audience Koumi, 2006 Hook Bridge Introduction Eustance, 1990
Section 1 a b c
Section 2
Section 3
Do it Pedagogically!
Koumi, 2006
Re-focus
Return to Hook

7. Map to HE Learning Outcomes
Hook: learning tools
(Bligh,1997)
pose a problem
misconceptions
big picture
Map to HE Learning Outcomes
academic skills
knowledge / content
technical skills

8. Map to HE Learning Outcomes
Hook: learning tools
(Bligh,1997)
pose a problem
misconceptions
big picture
Map to HE Learning Outcomes
academic skills
knowledge / content
technical skills
Structure: learning tools
(Bligh, 1997)
hierarchical
problem solving
daisy chaining
Process: learning tools
prompts
scaffolding
where are we
links to next section
summary

9. Map to HE Learning Outcomes
Hook: learning tools
(Bligh,1997)
pose a problem
misconceptions
big picture
Map to HE Learning Outcomes
academic skills
knowledge / content
technical skills
Segmented Content
Section: learning tools
misconceptions
reflections
applications
examples
asides
transfer/relating
provide detail
illustration
analogies
metaphors
(Bligh, 1997)
Structure: learning tools
(Bligh, 1997)
hierarchical
problem solving
daisy chaining
Section 1 a b c
Process: learning tools
prompts
scaffolding
where are we
links to next section
summary
ARCS Model
(Keller, 1987)
attention
relevance
confidence
satisfaction

10. Bligh, D. A. (1998). What's the Use of Lectures?. Intellect books.
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
Eustace, G. (1990). Writing for corporate video. Butterworth-Heinemann.
Guo PJ, Kim J, and Robin R (2014). How video production affects student engagement: An empirical study of MOOC videos. ACM Conference on Learning at Scale 2014); found at pguo-engagement.pdf.
Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3),
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
Kolb, D. A., & Fry, R. E. (1974). Toward an applied theory of experiential learning. MIT Alfred P. Sloan School of Management.
Koumi, J. (2006). Designing video and multimedia for open and flexible learning. Routledge.
Meyer, R. E. (2003) Cognitive theory of multimedia learning. The Cambridge Handbook of Multimedia Learning