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Effective Educational videos (ABSTRACT (Educational videos have become an…
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Consideration of three elements for video design and implementation can help instructors maximize video’s utility in the biology classroom:
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Together, these elements provide a solid base for the development and use of video as an effective educational tool.
Consideration of three elements for video design and implementation can help instructors maximize video’s utility in the biology classroom:
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Together, these elements provide a solid base for the development and use of video as an effective educational tool.
The second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome
The third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome. It is often charac- terized as load that arises from a poorly designed lesson (e.g., confusing instructions, extra information) but may also be load that arises due to stereotype threat or imposter syndrome.
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suggests that memory has several components. Sensory memory is tran- sient, collecting information from the environment.
Based on this model of memory, cognitive load theory sug- gests that any learning experience has three components.
The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connec- tivity within the subject.
The cognitive theory of multimedia learning builds on the cognitive load theory, noting that working memory has two channels for information acquisition and processing: a visual/ pictorial channel and an auditory/verbal-processing channel
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The idea is simple: if students do not watch videos, they cannot learn from them. Lessons on promot- ing student engagement derive from earlier research on multi- media instruction and more recent work on videos used within MOOCs (massive open online courses)
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