What counts as educational video?: Working toward best practice alignment between video production approaches and outcomes.
The twenty years since the first digital video camera was made commercially available has seen significant increases in the use of low-cost, amateur video productions for teaching and learning. In the same period, production and consumption of professionally produced video has also increased, as has the distribution platforms to access it. Furthermore, advances in social media technologies and learning management systems have changed the ways in which video materials can be used in teaching and learning. These developments have, among other things, brought about a complexity in the decision-making behind the production of video materials for higher education teaching and learning. Before we can begin to systematically describe and recommend certain video materials and production approaches for specific learning outcomes, it is useful to consider the existing body of research that describes how video is being used in higher education teaching and learning. This paper uses a landscape literature review of higher education video usage to identify and compare the range of production types and related educational outcomes. The paper concludes by calling for a refreshed research agenda that will assist in identifying the parts of university curricula well suited to being supported by video materials.
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