Video Design for Education
Schwartz, D. L., & Hartman, K. (2007). It is not television anymore: Designing digital video for learning and assessment. In Goldman, R., Pea, R., Barron, B., & Derry, S.J. (Eds.), Video research in learning science (pp. 349-366). Mahwah, NJ: Lawrance Erlbaum Associates.
Schwartz and Hartman address the uses of digital video research in education. Specifically, they separate digital video from computer-aided learning and delve into what each type of video is most effective at teaching. Videos fall into four classes: seeing, engaging, doing, and saying.
While no direct research is done in this article, most video classifications and uses are are taken directly from primary sources demonstrating their value. As a result, this article reads as a sort of meta-analysis over an area of research that the authors admit is still very small. The 'saying' portion of the article appears to involve the deeper levels of learning; specifically, in explanatory videos, students are required to make inferences that require them to think beyond what they have learned.
I found the shell program used in this article to be an interesting launch platform for searching out other hypermedia authoring software. Instead of writing this annotated bibliography, I found myself watching an hour of software demonstrations and determining their educational uses. To me, this program translated as a visual form of hypermedia, which then brought me to wonder how heavily involved hypermedia and linking can be.