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This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences.

The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching.

Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps.

Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning.

Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.

This paper aims to describe the University of Idaho Library's efforts to develop instructional videos starring the school mascot, Joe Vandal, and integrate these videos across the curriculum using the university's course management system. Video development, implementation in library instruction courses, and student and faculty assessment are discussed.

The video creation process is described thoroughly, with an eye towards best practices, for those libraries that may wish to develop their own videos. Applications for implementation outside library instruction are also discussed.

Although costly, professional‐quality videos are an engaging and effective way to reach students. Students at the University of Idaho found the library's instructional videos, starring the school mascot, to be entertaining, informative, and easy to understand.

The longitudinal effect of the videos on information literacy instruction has yet to be determined. Future research should study the efficacy of the videos by evaluating the book‐finding ability of control groups of students who have viewed the video and those who have not.

The increasing ubiquity of film‐making software and of video‐hosting sites makes video a more attractive vehicle for information literacy concepts than ever before. Instructional videos are especially relevant when used by those libraries which wish to integrate materials into a course management system.

Although using video for library instruction is not a new concept, creating instructional videos starring the school mascot in the role of the information‐seeker is unique.

In the last years, the use of free-online instructional videos has gained popularity among educators and students. Its success is mainly based on the provision of fast and inexpensive access to educational contents which can be consulted at the own convenience of students, all over the world. Free-online platforms as YouTube offer access to more than ten million instructional videos. The purpose of this paper is to assess and rank the educational quality of free-online instructional videos from a multidimensional perspective.

In this paper, the authors propose a MCDM approach based on a compromise ranking method, VIKOR. The approach integrates a normalization process which is especially suitable for situations where the nature of the different decision-making criteria is such that it does not allow homogeneous aggregation.

With the proposed normalization approach, the initial valuations of the alternatives with respect to the criteria are transformed in order to reflect their similarity with a given reference point (ideal solution). The normalized data are then integrated in a VIKOR-based framework in order to obtain those mathematical videos closer to the ideal video from the instructors’ perspective.

The ranking of instructional videos based on their quality from an educational multidimensional perspective is a good example of a real decision-making problem where the nature of the criteria, qualitative and quantitative, implies heterogeneous data. The proposed IS-VIKOR approach overcomes some of the problems inherent to this real decision-making problem.

Starting from the identification of some theoretically driven instructional principles, this paper presents a set of empirical cases based on strategies to learn from errors. The purpose of this paper is to provide first evidence about the feasibility and the effectiveness for learning of video-enhanced error-based strategies in vocational education and training.

Four different cases are presented. All of them share the same design-based research perspective, in which teachers and researchers co-designed an (iterative) intervention in the field. Two cases are preliminary investigations, while the other two profit from a quasi-experimental design with at least one experimental condition based on error treatment and a control group.

The four cases show the effectiveness of learning from error (and from error analysis). More specifically, they show the validity and flexible adoption of the specific instructional principles derived from the literature review: the use of inductive strategies and in particular, of worked-out examples; the reference to a concrete, possibly personal, experience for the analysis task; the use of prompted writing to elicit self-explanations and reflection; and the use of video for recording and annotating the situation to be analysed.

The four cases constitute only a starting point for further research into the use of errors for procedural learning. Moreover, the cases presented are focused on learning in the domain of procedural knowledge and not in that of declarative knowledge. Further studies in the vocational education and training sector might serve this research area.

The paper provides concrete indications and directions to implement effective instructional strategies for procedural learning from errors, especially within vocational education.

Errors are often identified with and attributed to (individual) failures. In both learning institutions and the workplace, this can engender an intolerant and closed climate towards mistakes, preventing real professional development and personal growth. Interventions on learning from errors in schools and workplaces can play a role in changing such a culture and in creating a tolerant and positive attitude towards them.

The majority of studies about learning from errors are focused on disciplinary learning in academic contexts. The present set of cases contributed to filling in the gap related to initial vocational education, because they deal with learning from errors in dual vocational training in the field of procedural knowledge development. Moreover, a specific contribution of the presented cases relies on the use of video annotation as a support that specifically enhances error analysis within working procedures.

With the rapid growth of the video and VCR market since the 1980s, librarians have increasingly used videos for staff training and development, as well as for instructional purposes. As a medium, video provides a potentially stimulating and accessible alternative to other training approaches. In many training and instructional situations, video can clarify technical procedures, step‐by‐step, using such functions as slow motion and replay. For training programs emphasizing soft skills development (including communication, supervisory, and management skills), video can enhance role playing and behavior modeling. It can also provide opportunities for self‐observation and evaluation through the taping of simulated or actual interactions.

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this chapter, researchers apply the theory of social presence (Garrison, Anderson, & Archer, 2000) to case studies from two public higher education institutions: a four-year university and a large research university. Analysis identifies video as a humanizing element of online courses. Findings suggest video could be used in a variety of ways (e.g., video lectures, synchronous office hours, weekly overview videos), and no single use of video was perceived to be more or less effective in developing social presence and humanizing the learning experience. However, participants especially perceived connectedness when video was used in a variety of ways. Students from the second case study validated a perception of connectedness to the instructor that faculty in our first case study hoped to achieve. However, one instructor’s perception of disconnect illustrates that video is just one of several pedagogical practices necessary to create a satisfying learning experience for both students and instructors. While video is not the only way to establish social presence, findings suggest video is an effective practice toward creating a humanized and connected online learning community.

The purpose of this article is to describe a collaborative project organised by Bilkent University Library, Turkey, to produce a series of instructional videos that are both informative and entertaining and also serve to market the library.

The paper will outline the theoretical basis for the use of videos for library instruction, especially with reference to the habits and preferences of so‐called Generation Y students and to the potential value of video for facilitating memory and learning.

The use of humorous and interesting content, in a dramatised style, were found to improve Generation Y students' learning and enjoyment of instructional videos.

The development of the project demonstrates the practical and marketing benefits of collaboration by academic librarians with students and faculty. However, it proved more difficult to evaluate the efficiency of the final product in terms of influencing the attitude of students toward the library and library resources and thereby changing their behaviour when studying.

The authors recommend that such library videos should definitely form part of an academic library's information literacy programme, but should not constitute the sole element.

This paper reports on a grant-funded project to create a hand-drawn, custom-made animated character named Jasmyn. Drawing on animation theory, the purpose of this paper is to use qualitative research to investigate student responses to the medium of animation, the character’s design, and three presentation strategies.

The researchers held three student focus groups to investigate the following research questions: Will students endorse animation as a medium for library instructional videos on the grounds of its entertaining, subversive, or playful qualities? Is Jasmyn designed and written in a way that engages students and compels them to respond to her as a character? How will students respond to three presentation strategies: a lecture-style video, a video with supplemental animations, and a real-time, interactive lesson?

The researchers found that students expressed broad enthusiasm for animation as a medium, though responses to Jasmyn’s personality were mixed. The only presentation strategy that prompted unique responses was the interactive session, although all three focus groups provided revealing commentary about online learning. Students also identified aspects of the animation and character that could be improved, and reflected on ways Jasmyn might be integrated into online learning.

This study, performed as part of a pilot project, was deliberately small in scale. Clearer implications would emerge from repetition with a larger group of students.

Jasmyn may be the only hand-drawn, custom-made animated character created for library instruction. No research studies on the use of animation in libraries have been published to date.

This article aims to examine how the interactions and perceptions of users from a defined domain, i.e. science education, vary across different groups of teachers while retrieving video. Given the prevalence of digital resources in use in education today, it is critical to assess users’ perspectives and experiences for retrieving information across different contexts and individual user groups.

Interactive search experiments with 28 users were performed. A pre-experiment questionnaire collected the demographic information used to form groups for comparison in the present study. Users attempted six experimenter-developed topics using a prototype video retrieval system; experimental measures were recorded, including all actions, completion rates, errors and durations. Users rated their experiences and levels of satisfaction with different aspect of the system after each search topic. Data analyses included mean comparisons across the different groups.

A variety of influences emerged from the results, including significant variations among teachers’ interactions, levels of satisfaction and expectations across different groups of users.

Understanding the interactions and perceptions when retrieving digital video provides insights for information professionals on how to better support the needs of different users. If systems are not taking into account users and context, there can be a mismatch between the needs of users and interactive systems, which can lead to low perceptions and further underuse of digital resources.

Although similar influences on digital libraries have been analysed in other contexts, they have not been directly assessed, as they specifically pertain to experiences with and perceptions of video.

Despite the expansion of e-learning, higher education still involves live lectures, which students often see as “boring”. Lecture classes can be made more engaging and effective by including videos. However, empirical research is yet to report on current video use in lectures, or on student perceptions of and preferences for videos. The purpose of this paper is to fill that knowledge gap.

A two-stage mixed-method study used focus groups to gain a rich understanding of student’s video experiences, preferences and the types of videos they are shown. These understandings were utilised in a detailed on-line survey questionnaire, which was completed by a diverse sample of 773 university students, who responded about their recent in-class video experiences.

Students report that about 87 per cent of lecture classes included one or more videos. This paper reports on instructor practices, develops a video typology and reports on students’ preferred frequency, type of video, video source, video length and existing vs preferred video integration methods.

The results provide useful information for educational administrators. Recommendations are made for effective use of videos in lectures by instructors.

This is the first qualitative and survey research investigating current practice and student perceptions of video use during lecture classes. The authors also conduct the first survey with a broad sample across universities and academic disciplines using the unit of analysis of videos seen per course last week. Typologies of sources of videos, instructional functions, video facilitation techniques and types of videos used during lectures are proposed and then measured.