Running head: EFFECTIVE LEARNING OBJECT: VIDEO

Digital Video as an Effective Learning Object

Rance Smith

Full Sail University

EFFECTIVE LEARNING OBJECT: VIDEO 2

Abstract

This paper assessed the pedagogic value of a NASA ScienceCasts’ video in the context of

emphasizing learning of new astronomy. The use of rich media in instruction is cheered and

advanced to the extent that it is ever-present in today’s learning environments. This common

usage requires consideration of current research and debate on the issue of whether such learning

objects, specifically videos, are effective for instruction; and questioning their overall success

and usefulness in instructional design projects.

From the series’ library, the digital video New Science from Jupiter, was selected and

evaluated for usage as part of a high school astronomy curriculum. The video detailed recent

discoveries from tools aboard spacecraft Juno which launched nearly eight years ago (NASA,

2018). Furthermore, the paper simultaneously examined both: the video’s propensity for use as

part of an astronomy course; and an approach utilizing authentic assessment to develop

traditional assessments and measure the transfer of knowledge delivered in the learning object.

The answer to the question of whether this video is an effective learning object – yes, it is.

Twelve total assessments were developed to provide a summative evaluation of transfer

of knowledge including nine traditional quiz questions and three authentic task-based

assessments. Moreover, their creation utilizing authentic assessment (AA) allowed the video to

“teach to the test” and facilitate higher-order thinking. Lastly, the benefits and detriments of each

of the four types of assessment: true/false, multiple choice, fill in the blank and authentic is

contrasted to further determine whether the use of video for teaching the subject matter works.