Learning outcomes afforded by self-assessed, segmented video–print combinations

Abstract

Learning affordances of video and print are examined in order to assess the learning outcomes afforded by hybrid video–print learning packages. 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 posited by the paper for each of the three video–print versions are categorised using the Revision of Bloom’s Learning Taxonomy. This categorisation can help teachers to assess whether the outcomes they intend for a lesson can be advanced by one of the three versions. This is particularly relevant for teachers who are flipping classrooms or developing massive open online courses (MOOCs).

Keywords

• self-assessment questions
• suggested answers
• segmentation
• learning affordances
• video–print combinations
• Revised Bloom’s Taxonomy
• pedagogic design
• video’s presentational attributes and teaching functions
• video clips and quizzes in flipped classrooms and MOOCs