This post is intended as the conclusion to two earlier posts, written and published recently.

Not to say that video doesn’t have many, many uses, sometimes even critical, I have thought of some observations debunking video.  Information learned from video research can be useful, particularly if it is assembled in a blog shared on Facebook.

I feel, historically, video research does not hold up given its artifice as evidence.  With good editing, that difficulty is somewhat rectified.  Here are five more ways that video research is overrated.  These are ways that video does not provide any more substantive information than where is otherwise available.

1. Twitter’s Vine, now Periscope launched people with a genius for shooting six-second long videos, usually intended to be funny, meaning that if you were a creator with a knack for coming up with hilarious six-second videos.  On Vine, you could build a reputation and attract an audience.  The problem is that Vine came to an abrupt end because behind the scenes Twitter was continually working on becoming profitable and Vine didn’t enter the equation.
   Therefore the six-second video format of Vine left the Internet.  This is an example how video did not work in a specialized format that was “cool,” new and stimulating.
2. Another way that video has failed the mainstream is the interesting but absurd idea that you can video-record phenomena, like Bigfoot, or UFOs.  An idea of going on an expedition to get a video recording of Bigfoot in his natural habitat, or UFOs in the night sky, often gets debunked by skeptics as “hoax.”  True experiences with phenomena of this kind go with a lot of excitement and potentially lasts only briefly.
   Videos of this kind are often derided, despite, of course, the additional risk that goes with trying to capture evidence of what’s alien and supernatural.  Also, there is the problem of informing on mysteries which government authorities commonly downplay.  If you want specifics about extraterrestrial astronauts, I think you will have a hard time procuring verifiable video recordings.
   It is not video research you can easily manage, despite popularity on television and on the internet.  “NASA Astronauts Discuss Extraterrestrial Life” https://binged.it/2Ga1mXi Extraterrestrial Laboratory
3. Celebrity video recordings are not a reliable example of a video that can be examined for research purposes.  A celebrity sells a brand.  Observations made by the celebrity have an end goal in mind, not a general desire to be casually revealed.
   Researching the brand might be an approach, however, to video research that you could apply, but I think finding both a starting point and an endpoint could be difficult.  It might even take researching techniques for analyzing a brand if you’ve never studied that.  I doubt that you will find in a video the best information about analyzing a brand.
   That being said, I have no doubt you can earn the skill-set to analyze a brand as it’s represented in a video.  I think the evidence for the success of the brand would be better extrapolated by looking at the brand in the market apart from its appearance in a video context.  To be fresh, I think you would have to apply some expert touches.
4. Coaching lessons in packages of a student-ready video may turn out to be somewhat dull in comparison to more novel approaches to learning.  A year ago I enjoyed completing a great WordPress course.  I took photos over the course of a couple of weeks, learning a little about photography with each and making something out of each lesson.
   I liked learning like that.  https://findingenvirons1.blog/2018/01/01/doggedly-capturing-developing-your-eye-themes-to-ring-in-the-new-year/
   If you have an opportunity to do some organized learning, I tend to think it is more fun if you can find applications you can apply in real life.  Try referencing research sources, perhaps some interactive, other than just video lessons, and I am thinking in addition about getting around the price of the video information, if it is part of a curriculum, belying how useful the information is.
   For example, a life coach offering videos to elevate your self-esteem could prove fruitless if you can’t make the lessons work, or if your intention falters and you no longer are acting in the manner required by the video curriculum.  This is important to note.  You can apply change only as much as you are mentally prepared to.
5. I want to wrap this up with the suggestion that video research could have you preoccupied and unfocused what with possibilities opening for you that are more and more seductive and complicated.  You should remember your focus; you are not going to benefit by wasting time.
   Too much video and you are not getting done anything that’s worthwhile.  I feel if you are a consumer of video from a small number of creators who have focused themselves on something relatable, the focus that puts you amid them is what will keep you thinking consistently.  By that, I mean thinking in a way that organic learning, by a process of discovery, rather than by merely looking aimlessly, will be of some benefit to you.
   Your critical thinking may engage if you proceed this way.  I would put it to you to learn in this fashion.

This has been a three-part post about video research and how video research is over-rated.  If you enjoyed it, you’re welcome to like this post.  You can follow and subscribe as well.  Thank you again for reading me.