> I could see why a beginner would need a slower pace with more "filler" explanation and background information.
But that's what links are for - allowing you to deduplicate information by merely providing a link to some other content instead of replicating it entirely.
Moreover, you don't know each beginner's background or desired pace. "Fixing" a certain set of information into the video is worse than providing the appropriate links that allow the beginner to read exactly what they're unfamiliar with, and videos hard-code the pace in a way that written material is not - they're the opposite of what a beginner needs.
> Videos are a nice format for this, because they allow one to just sit back like we did at school and take in the information.
The article specifically addresses this - passive consumption (which better describes videos than reading) is scientifically shown to be less effective for learning than active consumption:
> One study[1] found that active learning makes students think they’re learning less even when they’re actually learning more. That’s one reason why, even though they’re less effective, lectures have persisted for so long.
> Other domains are better suited to videos.
The parent comment ("It is more that these days everything is a video.") wasn't taking any issue with the fact that some things are represented as videos, but that everything is. Of course most filmmaking education (modulo some stuff like maybe an introduction to optics) is best done by video - but nobody is complaining about that.
Also, in terms of education, these subjects, while they exist, are a minority. The majority of stuff you learn in school is better done in a non-video format. Not a text format - diagrams and interactive simulation are incredibly valuable for understanding. But, specifically, video is almost exactly the opposite of a good format for learning most things.
But that's what links are for - allowing you to deduplicate information by merely providing a link to some other content instead of replicating it entirely.
Moreover, you don't know each beginner's background or desired pace. "Fixing" a certain set of information into the video is worse than providing the appropriate links that allow the beginner to read exactly what they're unfamiliar with, and videos hard-code the pace in a way that written material is not - they're the opposite of what a beginner needs.
> Videos are a nice format for this, because they allow one to just sit back like we did at school and take in the information.
The article specifically addresses this - passive consumption (which better describes videos than reading) is scientifically shown to be less effective for learning than active consumption:
> One study[1] found that active learning makes students think they’re learning less even when they’re actually learning more. That’s one reason why, even though they’re less effective, lectures have persisted for so long.
> Other domains are better suited to videos.
The parent comment ("It is more that these days everything is a video.") wasn't taking any issue with the fact that some things are represented as videos, but that everything is. Of course most filmmaking education (modulo some stuff like maybe an introduction to optics) is best done by video - but nobody is complaining about that.
Also, in terms of education, these subjects, while they exist, are a minority. The majority of stuff you learn in school is better done in a non-video format. Not a text format - diagrams and interactive simulation are incredibly valuable for understanding. But, specifically, video is almost exactly the opposite of a good format for learning most things.
[1] https://www.pnas.org/content/116/39/19251