Video for All: An Argument Towards Standardization Of Video Production Practices and Research

Abstract

Instructional videos, a subset of video pedagogy, are becoming valuable pedagogical tools for instructors within both higher education and professional writing environments. By researching contemporary academic literature and creating video artifacts that put theory into practice, this capstone project answers three important questions: 1) How could video pedagogy shift student attitudes or engagement with course content in digital learning environments? 2) What benefits and limitations of standardizing and researching video pedagogy are valuable for educators interested in creating video to understand, including educators with limited or no video production experience? 3) In what ways could certain production techniques in video pedagogy applicable to classroom settings transfer to certain professional writing contexts such as non-profit awareness campaigns or digital marketing contexts