{"id":36835,"date":"2025-02-10T15:17:46","date_gmt":"2025-02-10T14:17:46","guid":{"rendered":"https:\/\/media-and-learning.eu\/?p=36835"},"modified":"2025-02-10T15:19:37","modified_gmt":"2025-02-10T14:19:37","slug":"2024s-most-read-articles-in-the-av-category","status":"publish","type":"post","link":"https:\/\/media-and-learning.eu\/subject\/av-technologies\/2024s-most-read-articles-in-the-av-category\/","title":{"rendered":"2024\u2019s most read articles in the AV category"},"content":{"rendered":"\n

Dear reader,<\/em><\/p>\n\n\n\n

Here you will find the top-read five articles in the Media and Learning Newsletter from 2024 in the category of audio\/video (AV) in Higher Education. These five examples share a powerful insight: purposeful considered design is fundamental to expanding media’s reach, and deepening its impact across our evolving educational landscape. We encourage you to delve into both this selection and go further to the many stimulating reads on diverse topics in our monthly newsletter.<\/em><\/p>\n\n\n\n

We welcome you to join the conversation, through our dedicated Special Interest Group (SIG) <\/a>and submission of newsletter articles.<\/a> <\/em><\/p>\n\n\n\n

– Lucy Kendra, Heriot-Watt, Edinburgh & Chair of SIG on Audio\/Video (AV) in Higher Education<\/em><\/p>\n\n\n\n

Designing psychomotor nursing skill videos using multimedia principles<\/strong><\/a><\/h4>\n\n\n\n

by Greet Leysens, KU Leuven, Belgium<\/em><\/strong><\/p>\n\n\n

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This article explores the design of effective psychomotor nursing skill (PNS) demonstration videos, focusing on how multimedia principles can enhance learning in health professional education (HPE). The research examines how instructional videos, which are increasingly used in teaching skills like venepuncture and wound care, can be optimised using principles from Mayer\u2019s Cognitive Theory of Multimedia Learning. A checklist of 24 relevant multimedia principles was developed after expert feedback to guide the creation of demonstration videos that minimise cognitive overload and maximise learning effectiveness. The study found that while not all multimedia principles are equally applicable to PNS demonstrations, a carefully crafted video, adhering to the right principles, can significantly improve the learning outcomes for novice nursing and midwifery students. This checklist serves as a valuable resource for educators seeking to design high-quality instructional videos for PNS training.<\/p>\n\n\n\n

Five dimensions of quality in educational videos<\/strong><\/a><\/h4>\n\n\n\n

by Michiel van Oosterzee and Kiara Billiau, The Open University of the Netherlands<\/em><\/strong><\/p>\n\n\n

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In this article, the authors introduce a comprehensive framework for assessing the quality of educational videos, identifying five key dimensions: audiovisual, content, speaker, cognitive, and didactical quality. These dimensions cover everything from the technical aspects of lighting and sound to the clarity and relevance of the content, the speaker\u2019s engagement and credibility, the optimisation of the video for learning, and how well it aligns with course objectives. The framework aims to provide a clear tool for teachers, filmmakers, and educational advisers to evaluate and improve the quality of educational videos. Additionally, the article explores how the relative importance of each dimension varies depending on the viewer\u2019s level of expertise. This framework, presented at the Media & Learning Conference 2024, serves as both a diagnostic tool for refining videos and a guide for ensuring that videos meet the diverse needs of learners.<\/p>\n\n\n\n

e-Portfolios as authentic assessment tools<\/strong><\/a><\/h4>\n\n\n\n

by Patricia Quinn, Digital Practice Adviser, University of Leeds, UK<\/em><\/strong><\/p>\n\n\n

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Patricia Quinn discusses how e-portfolios can improve assessment practices in higher education by making them more authentic and inclusive. By allowing students to submit work in various multimedia formats\u2014such as podcasts, videos, and images\u2014e-portfolios give them the flexibility to showcase their learning in ways that go beyond traditional text-based assessments. This approach not only encourages creativity but also provides an opportunity for students with diverse needs to express themselves more effectively. E-portfolios also help reduce the burden on both students and assessors by consolidating multiple assessments into one submission, making the process more manageable. Quinn highlights the value of reflection, as students can document their learning journey, providing assessors with a deeper understanding of their development. She also touches on the role of AI in portfolio creation and discusses the idea of grading portfolios not just on final results, but on the progress made throughout the learning process.<\/p>\n\n\n\n

From insight to implementation: adapting video production to enhance user engagement<\/strong><\/a><\/h4>\n\n\n\n

by Matthew Gilooly, University of Derby, UK<\/em><\/strong><\/p>\n\n\n

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Matthew Gilooly explores how adapting video production strategies can enhance user engagement in digital education. His experience with a long-running academic course highlighted the need to address viewer disengagement, which was revealed through analytics showing consistent drops in attention every 30 seconds. To combat this, Gilooly experimented with various video formats, such as voiceover-only content, second camera angles, and dynamic visuals, while also recognising the importance of presenter enthusiasm.<\/p>\n\n\n\n

A virtual tour of three advanced learning spaces<\/strong><\/a><\/h4>\n\n\n\n

by Zac Woolfitt,  Inholland University, The Netherlands<\/em><\/strong><\/p>\n\n\n\n

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In the evolving landscape of higher education, technology-rich learning spaces are transforming how students learn and engage. Zac Woolfitt from Inholland University provides an insightful exploration of three cutting-edge learning environments across universities in the US, Belgium, and the Netherlands. These spaces integrate advanced technologies, such as virtual reality (VR), hybrid study setups, and immersive XR studios, to enhance both in-person and remote learning experiences. The article offers three distinctive examples: KU Leuven\u2019s ViSkiLab, which uses VR to teach lab safety; the University of Amsterdam’s flexible hybrid study room, designed to accommodate diverse learning scenarios; and the University of Michigan\u2019s state-of-the-art XR studio, where virtual environments are used to teach complex subjects in highly immersive ways. Woolfitt emphasises that while these spaces are impressive, the real challenge lies in effectively integrating technology with pedagogy to ensure meaningful learning outcomes.<\/p>\n","protected":false},"excerpt":{"rendered":"

Dear reader, Here you will find the top-read five articles in the Media and Learning Newsletter from 2024 in the category of audio\/video (AV) in Higher Education. These five examples share a powerful insight: purposeful considered design is fundamental to expanding media’s reach, and deepening its impact across our evolving educational landscape. We encourage you […]<\/p>\n","protected":false},"author":5,"featured_media":37860,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_mo_disable_npp":"","footnotes":""},"categories":[270,4],"tags":[],"class_list":["post-36835","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-av-technologies","category-featured-articles"],"featured_image_src":"https:\/\/media-and-learning.eu\/files\/2025\/02\/bigstock-Male-Videographer-Editor-Film-394931801-1.jpg","author_info":{"display_name":"Chlo\u00eb P\u00e9t\u00e9","author_link":"https:\/\/media-and-learning.eu\/author\/chloe-pete\/"},"_links":{"self":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/36835","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/comments?post=36835"}],"version-history":[{"count":9,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/36835\/revisions"}],"predecessor-version":[{"id":37861,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/posts\/36835\/revisions\/37861"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/media\/37860"}],"wp:attachment":[{"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/media?parent=36835"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/categories?post=36835"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/media-and-learning.eu\/api-json\/wp\/v2\/tags?post=36835"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}