1. The use of video in academic instruction can be beneficial for a variety of reasons. One of the most helpful aspects of the method is that the framework allows a large degree flexibility to combine visual literacy lessons with other forms of information transmission. This quality makes video appropriate as a method to deliver information that is optimized for a mixture of learning style preferences, which has become a major concern in educational theory and, more recently, applications to lesson design. Catering to a diverse selection of learners allows for cognitive gains to be made by all participants instead of those who prefer a specified style and can reduce the probability of impairments being misdiagnosed due to style differences. A specific method that is appropriate to widen the availability of information for different learning styles is to include sub-titles with visual content. These references provide an immediate source of comparison for students who may not feel confident in their visual literacy alone.
Video is also extensively available for sharing within the classroom and in other social environments due to the recent explosion in the popularity and availability of personal technology. Cell phones and similar devices are in the possession of an increasingly young majority of students and their social lives can tend to revolve around the exchange of information through these instruments. Accordingly, helping students to gain meaning from video sources of information can also strengthen interpersonal skills and relationships that are maintained in part or whole through shared videos and related interpretations. This can be facilitated by combining personal reports of learning experiences with video footage of such events through assignments aimed at utilizing the availability of video recording devices. Through this method, students could examine the footage for visual cues they may have missed or misinterpreted and retrospectively compare information gained from other learning routes during the experience. This technique can therefore provide insights into both interpersonal skills and learning style preferences that may not have been otherwise realized by the participants.
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"Enhancing Learning with Video".
2. Adapting video lesson materials to provide benefits for diverse learners is required in light of the current understanding regarding the variability of learning styles and preferences. This concept holds true for business studies and should be a primary consideration in contemporary lesson planning strategies for topics within the field. Those receiving business related instruction, like all students, will benefit greatest from teaching methods that make information accessible through multiple learning styles. These considerations are necessary if learning is expected to occur successfully and consistently throughout learning groups in most business or school settings with the lone possible exception being sessions involving a high teacher to student ratio. As instruction settings approach a one-on-one environment individual needs can be directly, consistently, and accurately addressed with relative ease.
A valuable method of adapting video for diverse learners is to combine it with instruction that better serves less visually inclined students. For example, sub-titles are an easy way to provide traditional print forms of information along with the associated imagery. Also, video is almost always paired with audio, allowing auditory learning to take place along with other formats. Video can also be paused, rewound, and replayed as required to facilitate the learning process via different styles, such as by allowing time for a physical model to be passed around for the benefit of highly tactile learners. The inclusion of video in teaching plans is beneficial not only for learners with a high level of visual literacy, but also for those styles addressed through additions and/or amendments to the image heavy flow of information. It is the responsibility of the designing instructor to make these accommodations when developing lessons with video aids and there are few legitimate reasons to omit these easy and often necessary revisions.
