ABSTRACT
Vicarious experiences can be achieved by showing/documenting phenomena that would otherwise be inaccessible.
This is the fundamental reason for video – when movement is necessary for the learning task, for example, to appreciate
oscillations of a bridge in a high wind speed of reaction in mechanical or chemical processes the consistency of clay (or other material) when it is being kneaded; e.g. (Figure 2.1), a video clip can show a lump of semi-solid metal as it is sliced and distorted and squashed
This clip also illustrates categories 2.5, three dimensions, and 2.9, duration, as explained later in this chapter.
