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Used both for making home movies and for showing shortened "cinema-at-home" versions of professionally made feature films, it enjoyed popularity for several decades in Europe, including the UK, but was virtually unknown in the US.

Of importance in making motion picture film practical for home use was the manufacturing option of safety film in the s.

The nitrate film used by professionals required caution in handling and projection because it is highly flammable. Nitrate film badly stored has been known to spontaneously combust.

This finally brought home movies within the reach of the average family. The smaller format also made possible smaller and more portable cameras and projectors.

The availability of reversal film, both black-and-white and Kodachrome, was very important to the economics of home movie-making because it avoided the expense of separate negatives and positive prints.

High-end Super 8 also could be purchased with a magnetic audio track, allowing for synchronized sound home movies.

Videocassettes were extremely inexpensive compared to film and they could even be erased. This had the effect of greatly increasing the hours of footage of most family video libraries.

It took a few years before consumer video cameras and portable VCRs were introduced, and later combined to create camcorders , but by that time, many consumers already had the playback equipment in their homes.

Portability and small size of digital home movie equipment, such as camera phones and PDAs with video capabilities, has led to the banning of such devices from various places, due to privacy and security concerns.

Pornographic movies of celebrities have been rumoured to exist for many years, but the ease of creating home movies on video has resulted in several celebrity sex tapes becoming available to the public, often without the permission of participants.

The honeymoon video of Pamela Anderson and Tommy Lee from was the first highly publicized example. Portability of digital equipment helps fuel other controversies as well, such as the incident on November 17, in which comedian Michael Richards got into a racist war of words with an audience member during his comedy club act.

Large parts of the incident were captured on the camera phone of another audience member and broadcast widely. Home movies have played important roles in controversial criminal investigations.

The prime example is the Zapruder film of the assassination of U. President John F. The film became crucial evidence for the Warren Commission , which investigated the assassination.

At first, only black-and-white enlargements of individual film frames were published, and the most gruesome frame was withheld.

The public did not actually see the images in motion for many years. The first showing on network television occurred in From Wikipedia, the free encyclopedia.

For other uses, see Home movies disambiguation. Not to be confused with home video or Independent film. This article needs additional citations for verification.

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You might even discover your career path. AP Exam scores from the administration are available. View and send your scores now.

Find colleges that grant credit, advanced placement, or both for AP Exam scores. AP Students. Watch Video. Master content and skills with real AP questions that your teacher assigns.

Access daily support and build your knowledge and skills across units with short videos. Sign In. Important Dates. Cognition and Instruction 19, Revising the redundancy principle in multimedia learning.

Journal of Educational Psychology , Mayer RE and Moreno R Nine ways to reduce cognitive load in multimedia learning.

Educational Psychologist 38, Rackaway C Video killed the textbook star? Use of multimedia supplements to enhance student learning.

Journal of Political Science Education 8, The effects of technology use in postsecondary education: A meta-analysis of classroom applications.

Cognitive load during problem solving: Effects on learning. Cognitive Science 12, Sweller J Cognitive technology: Some procedures for facilitating learning and problem-solving in mathematics and science.

Journal of Educational Psychology 81, Cognitive load theory, learning difficulty, and instructional design.

Learning and Instruction 4, Journal of Learning Design 7, Vural OF The impact of a question-embedded video-based learning tool on e-learning.

Educational Sciences: Theory and Practice 13, Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness.

Brame, C. Effective educational videos. Effective educational videos By Cynthia J. Cognitive load One of the primary considerations when constructing educational materials, including video, is cognitive load.

Recommendations These theories give rise to several recommendations about educational videos. Based on the premise that effective learning experiences minimize extraneous cognitive load, optimize germane cognitive load, and manage intrinsic cognitive lead, four effective practices emerge: Signaling Segmenting Weeding Matching modality Signaling , which is also known as cueing deKoning et al.

For example, signaling may be provided by the appearance of two or three key words e. By highlighting the key information, it helps direct learner attention, thus targeting particular elements of the video for processing in the working memory.

Mayer and Moreno and deKoning et al. As such, it manages intrinsic load and can also increase germane load by emphasizing the structure of the information.

Both types of segmenting have been shown to be important for student engagement with videos Guo et al. For example, music, complex backgrounds, or extra features within an animation require the learner to judge whether he should be paying attention to them, which increases extraneous load and can reduce learning.

Importantly, information that increases extraneous load changes as the learner moves from novice toward expert status. That is, information that may be extraneous for a novice learner may actually be helpful for a more expert-like learner, while information that is essential for a novice may serve as an already-known distraction for an expert.

Ibrahim has shown that this treatment can improve retention and transfer of new information from video. For example, showing an animation of a process on screen while narrating it uses both channels to elucidate the process, thus giving the learner dual and complementary streams of information to highlight features that should be processed in working memory.

In contrast, showing the animation while also showing printed text uses only the visual channel and thus overloads this channel and impedes learning Mayer and Moreno, The table below gives a brief summary of how and why to use these practices.

Student engagement One of the most important aspects of creating educational videos is to include elements that help promote student engagement.

Use a conversational style. Speak relatively quickly and with enthusiasm. Make sure the material feels like it is for these students in this class.

One of the benefits for instructors in creating educational videos is the ability to reuse them for other classes and other semesters. Guo and colleagues examined student engagement with MOOC videos that were created by chopping up videotaped lectures that had been presented in a face-to-face class Guo et al.

Student engagement was significantly less than when lectures were created with the MOOC environment in mind. Match modality. While this consideration is important for managing cognitive load, it is also relevant to promoting student engagement.

When solving a problem, Khan academy-style videos are particularly helpful, showing students step-by-step with narration how to work through the problem Guo et al.

When teaching about an invisible phenomenon, it can be helpful to provide an illustration. In each case, providing visual elements that add to the lesson can not only promote student understanding but also engagement with the lesson.

Use guiding questions. Building on work from Kreiner , they had students in some sections of the course watch the video with no special instructions, while students in other sections of the course were provided with eight guiding questions to consider while watching.

The students who answered the guiding questions while watching the video scored significantly higher on a later test.

Use interactive features that give students control. Zhang and colleagues compared the impact of interactive and non-interactive video on students learning in a computer science course Students who were able to control movement through the video, selecting important sections to review and moving backwards when desired, demonstrated better achievement of learning outcomes and greater satisfaction.

This not only has the benefit of giving students control, but also can demonstrate the organization, increasing the germane load of the lesson.

Integrate questions into the video. Tools like HapYak can allow instructors to incorporate questions directly into video and to give feedback based on student response.

Make video part of a larger homework assignment. Mary worked with Kathy Friedman to develop videos and follow-up questions to serve as pre-class preparation in a genetics class.

Although there was no apparent change to learning outcomes in the class, students valued the videos and post-video questions as learning tools and thought that they were effective for promoting student understanding.

Summary Videos can be an effective tool in your teaching tool kit. Luckily, consideration of these elements converges on a few recommendations: Keep videos brief and targeted on learning goals.

Use audio and visual elements to convey appropriate parts of an explanation; make them complementary rather than redundant.

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