In the article by Woolfit (2015), there are many video types that would be useful in my teaching context. When I further examine the list, you could argue that most of these video types are cross-curricular and many can be used in almost any context. With specific reference to a science class a few standout video types include: virtual field trips, manipulating time and space, and demonstrations. What I have found in my lessons where I have used video, is that there definitely is more engagement and efficiency of learning (Ljubojevic et al., 2014) as not only does it give them a break from interacting with me, but gives the learners another avenue and perspective to engage with the material.

One learning outcome that is heavily supported by video would be the process of Mitosis/Meiosis in Science 9. The production style that has helped students the most would most definitely be the animation production style. The reason for that is because it is often difficult for students to imagine and comprehend exactly what chromosomes look like, how they move during cell division, and what occurs during each phase. This is why most often when you search for any Youtube videos regarding Mitosis/Meiosis, there are often accompanying animations of the process with someone speaking, rather than someone just speaking about it.

Ljubojevic, M., Vaskovic, V., Stankovic, S., & Vaskovic, J. (2014). Using supplementary video in multimedia instruction as a teaching tool to increase efficiency of learning and quality of experience. The International Review of Research in Open and Distributed Learning, 15(3). https://doi.org/10.19173/irrodl.v15i3.1825

Woolfit, Z. (2015). The effective use of video in higher education (Rep.), 10-38. Retrieved October 2, 2018, from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf