This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the Cognitive Theory of Multimedia Learning (Mayer, 2001), the Community of Inquiry (Garrison, Anderson, & Archer, 1999), and the Conversational Framework (Laurillard, 1993), the chapter explores contemporary research into assessment and feedback), uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video.