The presence of video in learning is ever increasing (Smaldino et al., 2015). Manipulating time and space are attributes of video that impact student learning.
The Cognitive Domain:
Learners are able to observe dramatic recreations or actual recordings of events to enhance the cognitive domain (Smaldino et al., 2015). Within my workplace, this type of video is often utilized to assist our ESL learners and cultural courses. The team will recreate moments in history and to teach cultural norms either through actual people or animated cartoons to inform the learner. ESL students respond very well to seeing cartoon figures repeating historic quotes that; have shaped America.
The Affective Domain:
The use of dramatic messages or role models can cause an emotional impact upon the learner and enhance the experience (Smaldino et al., 2015). This type of video is often utilized within courses that my workplace produces to teach social work, and literature. Many local leaders within the social work field volunteered their time to be featured within the videos. Students have commented upon more than one occasion as to the impact of seeing a leader in the field speaking from the heart and having an impact on their opinions of the course.
The Motor Skill Domain:
Within the psychomotor domain, videos demonstrate a lesson or process of performing an action. This sort of video is commonly requested from my design team by the instructional technology and computer science professors (Smaldino et al., 2015). As part of the requests, designers often create visual demonstrations and lessons of coding, use of an authoring tool, and other relevant software to the degree.
The Interpersonal Skills Domain:
A diverse group of learners who build a common base of experience resulting from a video is an example of the interpersonal skills domain (Smaldino et al., 2015). This sort of video is commonly requested by our business majors to discuss right and wrong scenarios and analyze situations.
Each domain is regularly requested by multiple areas of the university, and each serves its own unique and learning enhancive purpose. The videos that we create provide a risk-free opportunity to experience an event. Videos aid in affective learning, establish commonality, and assist in both problem solving and a cultural understanding (Smaldino et al., 2015). While the team recognized limitations to any media, the power of video in a learning event cannot be under acknowledged.
Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mimis, C. (2015). Instructional technology and media for learning (11th ed.). Upper Saddle River, NJ: Prentice Hall.