A form of media that has the appearance of moving

text and graphics on a display. Its purpose is to

communicate information in multiple ways (Roblyer,
2006)

An integrated sight and sound kinetic media

(Shelton,2004)
SIGHT + SOUND + MOVEMENT

VIDEOS – EITHER FIXED OR INTERACTIVE

AVAILABLE ON TV, ON THE INTERNET, PHONES AND
OTHER DIGITAL DEVICES PROVIDED SAFER AND
BETTER OBSERVATIONS OF PROCESSES.
PROMOTES STUDENT-CENTERED LEARNING
AIDS DISTANT LEARNING
EQUIPMENT AND MATERIALS CAN BE
EXPENSIVE
PRONE TO TECHNICAL PROBLEMS
CANNOT BE INTERRUPTED
IT COMMUNICATES MESSAGE TO LARGE HETEROGENOUS
AND ANONYMOUS AUDIENCES.

IT COMMUNICATES THE SAME MESSAGE TO MASS

AUDIENCES SIMULTANEOUSLY SOMETIMES IN PUBLIC,
OTHER TIMES IN PRIVATE.

ITS MULTI-SENSORY SUCH THAT THE AUDIENCE’S SIGHT

AND HEARING ARE SIMULATED IN CONCERT.
IT IS A FORMAL, AUTHORITATIVE
CHANNEL FOR COMMUNICATION

IT IS INSTRUMENTAL IN BEHAVIOR
AND ATTITUDE MODIFICATION-
THAT IS, ATTITUDE FORMATION AND
CHANGE (DIRECTING A PERFORMED
ATTITUDE TO A NEW DIRECTION)
FILM- ALSO CALLED A MOVIE OR MOTION
PICTURE IS A SERIES OF STILL OR MOVING
IMAGE.
ANIMATION
MOTION PICTURES, MOVIES, FILMS AND
VIDEOS
INTERACTIVE VIDEOS
STREAMING MEDIA
INTERNET
STUDIOS
BROADCAST CHANNELS
VIDEO CHANNELS
LIBRARIES
MOTION: BETTER MASTERY OF
PROCEDURES, AS OPPOSED TO STAGNANT
IMAGES
PROCESSES: OPERATIONS WHERE
SEQUENTIAL MOVEMENT IS NEEDED CAN
BE SHOWN
SAFE OBSERVATION: OBSERVING
PHENOMENA THAT MIGHT BE DANGEROUS
TO VIEW DIRECTLY
SKILL LEARNING: VIDEOS CAN BE
VIEWED OVER AND OVER, SO
REPEATED OBSERVATION OF SKILLS
IS POSSIBLE.
DRAMATIZATION: RECREATIONS OF
HISTORY AND PERSONALITIES,
OBSERVING AND ANALYZING
HUMAN RELATIONS PROBLEMS
AFFECTIVE LEARNING: FILMS FOR
SHAPING PERSONAL AND SOCIAL
ATTITUDES TO AFFECT ATTITUDES
PROBLEM SOLVING: OPEN- ENDED
DRAMATIZATIONS CAN LEAVE VIEWERS
TO SOLVE PROBLEMS THEMSELVES
CUTURAL UNDERSTANDING:
APPRECIATION FOR OTHER CULTURES
BY SEEING VIDEO DEPICTIONS OF
THEM
 FIXED PACE- CANNOT BE INTTERUPTED
 STILL PHENOMENA- MOTION MEDIA IS SOMETIMES
UNSUITABLE TO OTHER TOPICS SUCH AS THOSE
INVOLVING A MA, WIRING DIAGRAM, ETC.
 MISINTERPRETATION- IN DOCUMENTARIES AND
DRAMATIZATIONS ESPECIALLY, INTENDED MESSAGES
ARE QUITE DEEP AND COMPLEX
 COST- EQUIPMENT AND MATERIALS ARE EXPENSIVE.
USING GADGETS FOR MOTION MEDIA MAKES
PRESENTATION PRONE TO TECHNICAL PROBLEMS.
IT INCREASES STUDENT INTEREST
IT INCREASE FACTUAL LEARING
IT CAN RETAIN LEARNING
IT CAN INCREASE READING
INTEREST
IN THE SELECTION OF THE
INSTRUCTIONAL MEDIA,
ROMISZOWSKI (1997) SAYS THAT THE
MAIN CATEGORIES OF FACTORS
THAT MAY INFLUENCE THE CHOICE
OF MEDIA ARE:
THE TYPE OF OBJECTIVES
AND HENCE THE TYPE OF
LEARNING ACTIVITIES WHICH
SHOULD BE PROVIDED FOR
THE LEARNER
SOME LEARNERS MAY LEARN
BETTER FROM CERTAIN MEDIA
THAN OTHERS
TIMING
EASE IN/ EASE OUT
ANTICIPATION
STAGING
ARCS
ACTION AND REACTION
IT MAY DETERMINE THE WAY THE
FRAMES WILL NEED TO BE SET UP.
IT HELPS TO EXPRESS THE
EMOTION OF SCENE
WORKS BY ADJUSTING
FRAMES IN ORDER TO GIVE
THE IMPRESSION OF
SOMETHING MOVING
SLOWLY THEN RAPIDLY
PREPARES THE VIEWERS FOR
SOMETHING TO HAPPEN. THIS
GIVES THE SCENE MORE ENERGY
AS IT BEGINS TO DEVELOP AND
MOVE
IS THE PROCESS OF ARRANGING
ALL ELEMENTS IN A SCENE SO
THAT THE EYE OF THE VIEWER IS
DIRECTED TOWARDS THE FOCAL
POINT
CAN HELP MAKE TRANSITION
LOOK SMOOTHER. IN MOVING
OBJECTS , ARCS CAN MAKE
MOTION MORE REALISTIC.
THIS CAN BE APPROCHED IN A
REALISTIC OR NOT.
THE ELEMENT OF MOTION
MEDIA OR GRAPHICS
INCLUDE SHAPE OR FORM
TYPOGRAPHY, IMAGE AND
LIVE-ACTION.
THE EARLY EXAMPLES OF MOTION
GRAPHICS AND ANIMATION ARE
FOUND IN THE PALEOLITHIC CAVE
PAINTINGS.
BOOK WITH A SERIES
OF PICTURES THAT
WHEN THE PAGES ARE
TURNED RAPIDLY, THE
PICTURES APPEAR TO
ANIMATE BY
SIMULATING MOTION
SOME OTHER CHANGE.
AN ANIMATION DEVICE, THE
SUCCESSOR TO ZOETROPE. IT WAS
INVENTED BY CHARLES-EMILE REYNAUD
A DISK OR CARD WITH
A PICTURE ON EACH
SIDE IS ATTACHED TO
TWO PIECES OF
STRING.
AN EARLY
ANIMATION DEVICE
THAT USED THE
PERSISTENCE OF
VISION PRINCIPLE
TO CREATE AN
ILLUSION OF
MOTION.