Obviously, many of the choices made in later sections of this checklist will depend upon the abilities of the learners and the range of abilities that are present in one intact group. A final learner constraint involves what the learner's perceive to be their goals in learning and what they want from the course. In my experience, learners are generally enthusiastic about incorporating video in their learning but they are less articulate about how they want to go about it. There are pedagogical choices that teachers must make that are intimately connected to their teaching orientations and beliefs about learning. Three teaching orientations match what video has to offer.
Video can provide models for target performance.
Video is also a versatile information resource. The Teaching Situation Constraints of the teaching situation affect curriculum and materials design. A careful selection of video and appropriate design of support materials can respond to all constraints based on class size, motivation and learner level diversity. The selection phase is concerned with choosing the target film, establishing an organizing principle for the study guide and deciding the number and nature of other information resources to be incorporated into the guide. The film for which the study guide is developed may or may not be the teacher's own choice.