An article in this month’s issue of The Teaching Professor provides a fantastic primer for faculty expanding their video collection. I thought this article would be a great way to build upon last week’s post (which provided a starting point for developing online lectures) by moving into design considerations. Video assignments, often an inherently passive activity, should be designed in a manner that’s engaging and active. Pair your video with an activity of some kind: self-check, practice, worksheet, reflection, etc. Both the article and the work cited contain sections on cognitive load, which plays a vital part in the design of effective learning opportunities. Take a moment to review these sections for a refresher.
Are the videos in your course promoting learning?
Video material is now an important instructional component of face-to-face, blended, and online courses. Research supports its potential to promote learning, but those benefits aren’t automatic—it’s not just the video, but how that video material is designed and integrated into the course. Selecting the videos is important, but how they are used in large measure determines the extent to which they enhance learning. (Read more – WFU Login Required)
Brame, C. J., (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. Cell Biology Education—Life Sciences Education, 15 (4), 1–6.
Full Text: http://www.lifescied.org/content/15/4/es6.full.pdf+html
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