![]() If we were interested in production, we may be surprised to find that every one of these videos is at least 3 times as long as the often promoted ideal length of a video of 6 minutes (one of them 120 times so). What can we learn from them? ( Note: Everybody will get a slightly different list based on their location or viewing history but these lessons will be easy to find in any search.) Production values and length All the main lessons can be found in the top 5 videos with combined views of 18 million. To illustrate, let’s search for any academic topic. The right lessons are waiting just a click away on YouTube, the place that started the modern revolution of video learning. Lessons from YouTubeīut we don’t have to go very far to find out what is important to viewers. ![]() All of these aspects take time and effort, and advice on production of educational videos almost completely ignores them. This process contains reflection, consolidation but it also has a dimension that is pure logistics – finding and navigating the video, searching through it, taking notes, etc. Watching the video is a discrete event, but learning from it is a continuous process. Students will spend as much time finding and choosing the right video, deciding when and how to watch it, and often, whether to watch it at all. ![]() We must remember that any one video is always going to be only a very small portion of the learning journey. But that ignores the actual experience of students when it comes to multimedia. Things like sound, video angles, script, structure and production value are foremost in our minds. As if all the learning was done in those 15 minutes, nothing more to see, time to move on.īut when it comes down to it, we are far too focused on the production side of video. But that makes it seem as if those 15 minutes were everything. We know everything about those 15 minutes and we pay a lot of attention to how to make them the most effective 15 minutes we can. We know what happens in a lab when a student watches a video for 15 minutes and then answers some questions about it. Should the videos be long or short, should there be a face, how should text and images appear together on screen? Those are the questions we want to know answers to. There is no end of research around the effectiveness of every aspect of learning from video. By Dominik Lukeš, University of Oxford, UK.
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