As Fenrich (2005) states video can be effectively used for:

  • Demonstrating procedures, changes, and processes
  • Teaching attitudes and values (also alluded to emotions here)
  • Making abstract concepts concrete
  • Classifying and comparing information
  • Gaining and holding attention (with the mention of increased recall and retention as well as the encouragement of exploration here)
  • Introducing topics or procedures
  • Presenting visually-rich material that would otherwise be hard to explain
  • Making presentations visual
  • Some testing purposes (pp. 141-142)

However, Fenrich (2005) also lists some issues with video including:

  • Limited attention span (p. 142)
  • Learners remember generalities rather than details (p. 142)
  • The large amount of storage space that’s needed when video is digitized (p. 142)
  • The significant costs, time and expertise needed to create professional-quality video (p.142)
  • The need to digitize video from older analog sources (p.142)
  • The expense to update a video-based piece (p.143)
  • The time it takes to create a quality video-based piece (p.143)
  • The significant investments it takes to purchase the equipment necessary to produce high-quality items (p.143)
  • The costs and time required to obtain the required copyrights (p. 144)

Fenrich (2005) stresses several tips and workarounds when using digital video, including:

  • Use short clips
  • Let the learner control the video (stop, start, pause, fast forward, rewind, etc.)
  • Where possible, reduce the file sizes by not having as many frame per second, or by lowering the size of the video (in pixels), or by reducing the amount of colors that are used
  • Prep the video — i.e. Tell the students what they are about to see and [hopefully] learn

Fenrich, P. (2005). Creating instructional multimedia solutions: Practical guidelines for the real world. Santa Rosa, CA: Informing Science Press.