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Abstract
During the past 15 years, the use of video in the classroom at all levels of education has increased while, at the same time, most research into educational technology has concentrated on personal computers and the Internet. Consequently, there is a lack of research into how video is used in teaching at a time when it is one of the most used technologies. What research has been carried out (mainly in the medical education domain) has generally found video to be effective in promoting student learning and that students are receptive to its use. However, it is necessary to ensure that students engage in active (rather than passive) viewing. This paper reports the authors' experience of using the materials produced by the Video Project at the University of the West of England (UWE) in teaching level 1 domestic-scale construction technology at Anglia Ruskin University. The research is concerned with how the videos may best be used in the lecture theatre. Data, collected by questionnaire from more than 200 students, largely support the authors' approach of using a short but carefully focused quiz as an ‘orienting activity’ to encourage ‘active learning’. Feedback of the quiz results can then be used as the means by which further detail and reinforcement of key points is provided.