The Top Ten List is based on Dale's concept that increasing levels of activity encourage better learning. According to this model, students producing a video about a subject may be more effective pedagogically than students passively watching a video. Although we believe this is a useful framework, we would hesitate to suggest Type Number 1 is always pedagogically superior to Typer Number 10. Educational contexts are always complex and inevitably resource dependent. ‘Talking heads' at the bottom of our list may be appropriate, useful, and effective in many circumstances. Moreover, as we have seen they may be designed or used in ways that are both interactive and engaging. Similarly archive materials, animated screenshots, instructional resources can be used in a variety of active designs. Expert interviews lend themselves more to reflection and discussion and the entire top five have an increasing focus on student participation.

The intention of the Top Ten List, however, is more a descriptive categorisation rather than prescriptive list, presenting a range of both well-known and comparatively novel approaches that may be useful in a range of diverse circumstances. Nevertheless, the participative model provides a useful perspective to consider how we expand the use of video in education in ways that are interactive, integrated, and creative. This participatory model underpins our vision a dynamic visually rich learning environment where moving images and sounds, often sourced from video archives but just as commonly produced by teachers and students becomes increasingly mainstream. Just as importantly by creating and sharing video for assignments, assessment or reflective digital portfolios, video is embedded in the everyday activities of the student.