Video, in the form of broadcast television, is the most popular medium for entertainment and news in the developed world. A television set is one of the first substantial purchases made by households in developing areas as their wealth increases. These phenomena testify to the power of video to hold attention, a power which can also be applied to formal teaching. Video can be used for teaching in several settings: learning at a distance for geographically scattered students, as a supplement in traditional classroom settings, and as a component of new technological learning systems. In each case, wise use of video requires an understanding of both the strengths and weakness, drawing both on practical experience and on cognitive research. We will then suggest appropriate uses of video for teaching statistics in the three settings just mentioned.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education