"As long as aviation pioneers tried to mimic birds, controlled, heavier-than-air human flight proved impossible. Along somewhat similar lines, it is only by breaking decisively from traditional face-to-face models that it will be truly possible to create the kinds of immersive, social experiences in online education that will truly engage students and promote high levels of attainment among broad profiles of students."
Excerpt: "In order for video to serve as a productive part of a learning experience . . . it is important for the instructor to consider three elements for video design and implementation:
1. cognitive load
2. non-cognitive elements that impact engagement
3. features that promote active learning."
With apologies for the title -- some interesting graphs here that demonstrate the level of engagement at various video lengths. Makes the case for short videos. One thing that doesn't seem to be considered is how the video is integrated (or not) with learning activities.
This is a handy rubric to assess the suitability of e-learning tools for teaching and learning. Criteria cover functionality; accessibility; technical (e.g., LMS integration); mobile design; privacy/rights; and social, teaching and cognitive presence.
An excellent guide for faculty written by Michelle Miller of NAU: "It's for anyone who is in the process of creating a new course or redesigning an old one and needs advice on which technologies to use, how to use them, and why."