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1Running head: DIGITAL VIDEO AS AN EFFECTIVE LEARNING OBJECT

Digital Video as an Effective Learning Object

Jacob Baze

Full Sail University

2DIGITAL VIDEO AS AN EFFECTIVE LEARNING OBJECT

Abstract

In this study. the video “The International Asteroid Hunt” (NASA, 2018) illustrated an effective

learning tool for high school students. The video displayed content which is useful for different

learning styles. The video was created for audio and visual learners. The video motivated

students to keep them engaged throughout the learning process. It used clear narration and

simulation in order to keep students motivated and created an authentic learning process.

Traditional and authentic assessments were used to monitor the learning process. Traditional

assessments are used to test a student’s knowledge by giving him or her a multiple-choice, fill-

in-the-blank, or true or false question. In contrast, authentic assessments allowed a student to

demonstrate real-world application. Such assessments helped to ensure the learning objectives

were being met. The learning objectives followed Bloom’s Taxonomy and met the levels of

comprehension, analysis, and evaluation. Using the video, assessments, and learning objectives

assisted students in receiving a positive learning experience.


Digital Video as an Effective Learning Object

The video “The International Asteroid Hunt” (NASA, 2018) illustrates the importance of

tracking asteroids that may impact or orbit Earth. It mentions an incident of an asteroid that flew

over Russia and the magnitude of the shockwaves injured over a thousand people. The relevance

of the video is very important to the target audience, high-school students. The video is perfect

for high-school students because it includes visuals, audio, and simulations. Mastery of learning

objectives are assessed from the information of the video. In order to ensure the learning

objectives are being mastered, students will be assessed with both traditional and authentic

assessments. The video is authentic for students because asteroids are orbiting the Earth and

could enter the atmosphere during their lifetimes.

The video is effective for learners in high school because it uses visuals and audio

together. Using visuals (Peters, 2016) enhances what a learning tool can do, just as a hammer

enhances the strength of an arm. This video includes an authentic topic which keeps students

engaged. It is important (Harrington & Reeves, 2018) to provide authentic contexts to show how

knowledge learned can be used in real life. While looking forward to the future, high school

students will have to be aware of objects in space. If asteroids were to threaten life as we know it

on planet Earth, that would be extremely relevant to high school students. The video includes

clear narration and animation to keep students engrossed by the content that is being taught.

Using narration (Clark & Mayer, 2018) along with animation acts as a cue to guide the learner’s

attention to the relevant parts of what is being displayed. When using narration and animation, it

is also important to hook the viewer with an engaging introduction.

The opening of the film features an asteroid which exploded 14 miles over Chelyabinsk,

Russia. It compares (NASA, 2018) the explosion of the asteroid to thirty times the blast of the


Hiroshima atom bomb. This comparison is a great example of utilizing a hook in a video in order

to keep the audience engaged. Keeping students engaged is a very important part of any

instructional tool. If students are not engaged, they are not focused and retaining important

information. Student engagement (Johnson & Johnson, 2018) is when students are focused

emotionally to the learning task and are motivated to retain the information presented. Other

great tools for engagement are infographics and simulations.

The video uses an infographic which displays images of where asteroids have impacted

earth across the map of the world. Using a graphic (Peters, 2014) allows the student to visualize

important information from the learning session. The video also uses simulations to help students

understand the importance of tracking asteroids. Using a simulation gives students an authentic

look at what they cannot see in space with the naked eye. The simulations allow the students to

see how big asteroids can be compared to each other. It labels which size of asteroids would be a

hazard to Earth and it allows the students to see the magnitude of a hazardous asteroid compared

to the scale of plants and animals. The video allows the learner to understand the content in order

to meet a learning objective. The overall learning outcome is for students to understand the

importance of monitoring asteroids and the effects of an asteroid entering the atmosphere.

The learning outcome will be met when students master the following objectives:

1. Explain the importance of monitoring asteroids approaching or orbiting Earth.

2. Research instances of asteroids entering the atmosphere and the effects it has on the

planet.

3. Evaluate a simulation of the effects of an asteroid entering the atmosphere and

impacting Earth.


The learning objectives align with the content of the video by using Bloom’s Taxonomy

verbs to create measurable learning goals for students to complete to show mastery of the video.

The learning objectives start from the lower spectrum of Bloom’s Taxonomy and they work their

way up to higher order thinking skills. The first objective uses the comprehension level of

Bloom’s Taxonomy. At the comprehension level (Ramirez, 2017) students are able to understand

information and paraphrase it into their own words. Students will demonstrate this by

paraphrasing information they will learn in the video. When students have mastered the

objective, the will move on to the next one.

The second objective moves up the Bloom’s Taxonomy scale to the analysis stage. This

is when students are reaching higher level thinking skills. During this stage, (Ramirez, 2017)

students are able to break down a large concept into smaller pieces. They then make connections

between those pieces and create a cause-and-effect between multiple concepts. Students will

demonstrate the analysis phase by explaining the cause-and-effect relationship between asteroid

entering the atmosphere and the effects they have on the planet. When students show they have

mastered the analysis stage, they will move on to the evaluation stage of the learning outcome.

The third objective uses the highest level of Bloom’s Taxonomy, evaluation. During the

evaluation stage of Bloom’s Taxonomy, (Ramirez, 2017) students have a deeper understanding of

a concept and are able to assess how to use this concept in an authentic setting. When assessing

the mastery of Bloom’s Taxonomy, it is important to use both traditional and authentic

assessments.

Traditional assessments (Mueller, 2018) are used to test a student’s knowledge by giving

him or her a multiple-choice, fill-in-the-blank, or true or false question. A benefit of a traditional

assessment (Mueller, 2018) is that it measures how well a student has mastered the knowledge of


a learning unit. A limitation of a traditional assessment (Mueller, 2018) is that it does not give the

student an opportunity to demonstrate real-world authentic mastery. Another limitation of

traditional assessment is that students can guess the correct answer without proving they

understand the information.

True/False Questions

1. True or False: On February 15, 2013, a house-sized meteor entered into Earth’s

atmosphere at over 40,000 mph and exploded 14 miles above Chelyabinsk, Russia.

(Objective 2)

True

Feedback: The blast (NASA, 2018) wielding more than 30 times the energy of the

Hiroshima atom bomb generated a shock wave that shattered windows and damaged

buildings in several Russian cities, injuring over 1600 people.

2. True or False: Chelyabinsk, Russia is the first instance of an asteroid entering the Earth’s

atmosphere. (Objective 2)

False

Feedback: The need for worldwide collaboration in asteroid detection and tracking was

already recognized, (NASA, 2018) but Chelyabinsk was a spectacular reminder. Another

instance of an asteroid entering the atmosphere was (David, 2019) in 2018 when an

asteroid entered the east coast of Russia at 72,000 mph.

3. True or False: Asteroids can be ignored because they are not dangerous to life on Earth.

(Objective 1).

False


Feedback: It is very important to monitor asteroids. As of 2013, (Perna, Barucci, &

Fulchignoni, 2013) there are more than 1,400 potential hazardous asteroids that could

approach Earth. If asteroids are ignored, a dangerous one could impact the Earth without

any warning.

Multiple Choice Questions

1. How many miles did asteroid 2012 TC4 pass above Earth’s surface? (Objective 1)

A. 26,000 Miles

B. 27,000 Miles

C. 28,000 Miles

D. 29,000 Miles

B. 27,000 Miles

Feedback: It passed 27,000 miles from Earth’s surface, (NASA, 2018) which is about

1/10 of the distance to our Moon.

2. Which asteroid would cause the most damage to Earth if it made impact? (Objective 1)

A. 100 Meters B. 150 Meters


C. 80 Meters D. 20 Meters

Running head: DIGITAL VIDEO AS AN EFFECTIVE LEARNING OBJECT 9

D. 150 Meters

Feedback: NASA’s NEO Observations Program (NASA, 2018) focuses on finding

asteroids 460 feet (140 meters) and larger. The goal is to find any of these asteroids that

could be an impact hazard.

3. Which of the following asteroids entering the Earth’s atmosphere made the most impact

on the planet? (Objective 2)

A.

Image found at: https://cneos.jpl.nasa.gov/fireballs/

B.


DIGITAL VIDEO AS AN EFFECTIVE LEARNING OBJECT 10

C.


D.


E.



F.


B.

Feedback: The impact of the asteroid entering the atmosphere above Chelyabinsk, Russia

was 400 kilotons. This was (Wei, Zhao, Xie, Hao, & Yao, 2018) three times larger than an

underground nuclear explosion which happened in North Korea that same year.

Fill-in-the-Blank Questions

1. NASA established the ________________ in 2016 to organize the near-Earth object

search and to plan and coordinate any response to possible asteroid impacts. (Objective 1)

A. International Asteroid Warning Network

B. Planetary Defense Coordination Office

C. United Federation of Planets

D. The First Order

B.

Feedback: The mission of the PDCO (Reddy, Kelly, & Landis, 2017) is to detect any

potential for significant impact of planet Earth by natural objects. appraise the range of

potential effects by any possible impact and develop strategies to mitigate impact effects

on human welfare.


2. In 2013, the United Nations endorsed the creation of the International Asteroid Warning

Network (IAWN), for which observatories around the world regularly search the skies to

find and track asteroids and comets whose orbits periodically bring them _______ of

Earth’s orbit. (Objective 1)

A. within 100 million miles

B. within 100 thousand miles

C. within 10 million miles

D. within 30 million miles

E. within 30 thousand miles

F. within 300 million miles

D.

Feedback: The International Asteroid Warning Network is an example of the importance

of global collaboration. Their mission (Rumpf, Lewis, &Atkinson, 2015) is to discover

new asteroids and warn of potential asteroid impacts.

3. The _________ event was an ominous warning shot. It drew attention to what should be

done to detect even larger asteroids that could possibly strike our planet. (Objective 2)

A. Dallas

B. Moscow

C. Chelyabinsk

D. Beijing

E. Paris

F. Tokyo

C.


Feedback: The Chelyabinsk event happened (NASA, 2018) on the same exact day NASA

was meeting with the U.N. to make recommendations of what should be done about

hazardous near-Earth objects.

Traditional assessments help to monitor the progress made by students in mastering the

learning objectives, however, authentic assessments are just as effective.

Authentic assessments (Mueller, 2018) allow a student to demonstrate real-world

application. A student is able to practice a skill he or she would use in real life and demonstrate

mastery of that skill. In order to demonstrate if a student is successful (Mueller, 2018), the

student must be able to perform the task multiple times with little to no error in order to prove

mastery. A benefit of using authentic assessment is students see the importance of the learning

outcome as it applies to the real-world. It also allows a student to use a hands-on approach to

master a skill instead of only demonstrating mastery of the knowledge being taught. A limitation

of authentic assessment (Mueller, 2018) is a student might be able to demonstrate the hands-on

skill, but he or she might not be able to demonstrate the knowledgeable information about a

learning topic. Authentic assessments are also time consuming for a designer to create. Using

only authentic assessment is not the best solution for designing a learning unit.

Authentic Assessments

1. Write a 1-page response explaining why it is important to monitor asteroids approaching

or orbiting Earth. (Objective 1)

2. Using the internet, research five instances of asteroids entering the atmosphere and their

effects on the planet. (Objective 2)

3. Use the Impact Earth simulator (https://www.purdue.edu/impactearth/) to simulate five

different sizes of asteroids and what their impact has on the planet. Write a journal entry


about the effects of each asteroid impact and if you would survive the impact. (Objective

3)

It is beneficial (Mueller, 2018) for a teacher to use both authentic and traditional

assessments in the classroom because a student needs to be tested on both knowledge and skill.

Both assessments complement one another and should be utilized when creating assessments to

monitor student mastery. Students must be able to demonstrate both a cognitive understanding of

a concept and a tangible way to demonstrate mastery of completing a task to master a skill.

Conclusion

Using both traditional and authentic assessments are important for students to

demonstrate mastery of the three learning objectives. By mastering the three learning objectives,

students master the learning outcome of explaining the importance of monitoring asteroids,

researching the impact asteroids can have on the planet, and simulating the effects of an asteroid

impact in their lifetime. The video is the center of the entire learning unit because it is relevant to

students by illustrating authentic scenarios they could see in their everyday world. This illustrates

the importance of digital media as an effective learning object.


References

Clark, R., & Mayer, R. (2018). Using rich media wisely. In R. Reiser & J. Dempsey

(Eds.), Trends and issues in instructional design technology (4th ed., pp. 259-268). New

York, NY: Pearson.

David, L. (2019, March 21). Huge meteor explosion a wake-up call for planetary defense.

Retrieved from https://www.scientificamerican.com/article/huge-meteor-explosion-a-

wake-up-call-for-planetary-defense/

Herrington, J., & Reeves, T. (2018). Keep it real: The benefits of authentic tasks in contemporary

learning environments. In R. Reiser & J. Dempsey (Eds.), Trends and issues in

instructional design technology (4th ed., pp. 296-302). New York, NY: Pearson.

Johnson, D., & Johnson, R. (2018). Social interdependence theory and the design of high-quality

learning experiences. In R. Reiser & J. Dempsey (Eds.), Trends and issues in

instructional design technology (4th ed., pp. 269-275). New York, NY: Pearson.

Mueller, J. (2018). What is authentic assessment? Retrieved from

http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

NASA. (2018, June 30). The international asteroid hunt. Retrieved from

https://youtu.be/sLlHB6uC1_s

Perna, D., Barucci, M. A., & Fulchignoni, M. (2013). The near-earth objects and their potential

threat to our planet. Astronomy & Astrophysics Review, 21(1), 1–28. https://doi-

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of educational objectives. Journal of Personality Assessment, 99(2), 146–152. https://doi-

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Reddy, V., Kelley, M. S., & Landis, R. R. (2017). TC4 observing campaign: an operational test of

NASA planetary defense network. In Advanced Maui Optical and Space Surveillance

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affected population

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