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Effective Educational Videos (ELEMENTS FOR THE DEVELOPMENT AND USE OF…
Effective Educational Videos
ELEMENTS FOR THE DEVELOPMENT AND USE OF VIDEO AS AN EFFECTIVE EDUCATIONAL TOOL.
1-COGNITIVE LOAD: Memory has several components. Sensory memory is transient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory wihich has very limited capacity.
Learning experience has 3 components:
3-Extraneous load: Cognitive effort that does not help the
learner toward the desired learning outcome.Example: a poorly designed lesson, confusing instructions, extra information.
2-Germane load: Level of cognitive activity necessary to reach the desired learning outcome. Example: To make the comparisons, do the analysis, and elucidate the steps necessary to master the lesson.
1- Intrinsic load; It is inherent to the subject
under study and is determined in part by the degrees of connectivity within the subject. -Low intrinsic load Example: a word pair, ( blue = azul). -High intrinsic load example:grammar.
IIT IS IMPORTANT TO:
Prompt working memory to accept, process, and send to longterm memory only the most crucial information because working memory has a limited capacity and information must be processed by working memory to be encoded in long-term memory.
Working memory has two
channels for information acquisition and processing:
visual/pictorial channel and auditory/verbal-processing channel.
The use of the two channels can facilitate the integration of new information into existing cognitive structures.
Signaling (cueing)
The use of on-screen text or symbols to highlight important information. For example, signaling may be provided
by the appearance of two or three keywords, a change in color or contrast.
Signaling helps direct learner
attention thus targeting particular elements of the video for
processing in the working memory.
Segmenting
Chunking of information in a video lesson.
It allows learners to engage with small pieces of new information
and gives them control over the flow of new information. Segmenting can be accomplished both by making shorter videos and by including “click forward” pauses within a video;such as using YouTube Annotate or HapYak to provide students with a question and prompting them to click forward after completion.
WEEDING
Elimination of interesting but extraneous
information that does not contribute to the learning goal can
provide further benefits.
For example, music, complex backgrounds, or extra features within an animation. instructor consider his or her learners when weeding educational videos, including information that is necessary for their processing but eliminating information that they do not need to each the learning goal and that may overload their working memory.
Matching modality.
By using both the audio/verbal channel and the visual/pictorial channel to convey new information and by fitting the particular type of information to the most appropriate channel.
For example, showing an animation of a process on screen while narrating it uses both channels to elucidate the process, thus giving the learner dual and complementary streams of information to highlight features that should be processed in working memory.
STUDENT ENGAGEMENT
Lessons on promoting student engagement derive from earlier research on multimedia instruction and more recent work on videos used within
MOOCs keep it short.
conversational style.
Use of conversational rather than formal language during multimedia instruction has been shown to have a large effect on
students’ learning,
ACTIVE LEARNING
Elements that promote cognitive activity during video viewing can enhance student learning from this medium.Self-regulation of learning requires students to monitor their own learning, to identify learning difficulties, and to respond to these judgments.
Use Interactive Features That Give Students Control
Students who were able to control movement through the video, selecting important sections to review and moving backward when desired, demonstrated better achievement of learning outcomes and greater satisfaction.
Use Guiding Questions
The students who answered the guiding questions while watching the video scored significantly higher on a later test. Guiding questions may serve as an implicit means to share learning objectives with students
Make Video Part of a Larger Homework Assignment
Videos that offered the greatest
benefits to students were highly relevant to associated exercises.Watching a video can be a passive experience, much as reading can be. To make the most of our educational videos, we need to help students do the processing and self-evaluation.