Extract from Issue#17 of Teaching Tuesdays@CSU

All issues of Teaching Tuesdays can be accessed through the folder at this link

By Greg Szczyrbak, Learning Technologies Librarian
Source: https://www.magnapubs.com/magna-commons/?video=14900

(How to subscribe: Staff with a CSU email address can obtain the Magna Commons CSU subscription code from Ellen McIntyre elmcintyre@csu.edu.au)

The guiding question for this 40-minute webinar:

How can we evaluate and modify existing multimedia to improve learning?

This session that focuses on “found” media, such as YouTube and Open Source media artefacts. The use of principles from cognitive psychology research underpins methods to adapt these resources into effective learning activities for students.

Multimedia Design Principles (from Mayer, 2001)

1. The Multimedia Principle: Use words and graphics rather than words alone.
   Use images that enhance learning, rather than just for window dressing.
   Solution 1: Includes information on using (Creative Commons) CC Search to find openly licensed images, video and audio.
2. The Personalisation Principle: Conversational style rather than formal.
   Don’t necessarily edit out the “ums” and “ahs” when producing your own video!
3. The Segmenting Principle: Long lessons are broken into smaller segments.
   2 to 4 minutes for videos before student attention can start to wander.
4. The Pre-Training Principle: Begins with an overview of the key concepts.
   Guides students about what to look for in a presentation.
5. The Modality Principle: Add audio narration rather than on-screen text.
   Related to dual channels of information for neurotypical learners.At this stage the seminar includes practical exercises to demonstrate the principles in practice.
   Solution 2: edpuzzle (https://edpuzzle.com/) – used to edit videos, with useful features.
   [CSU hint – submit an SRS request (https://online.csu.edu.au/de/dewsrsc.sqt?run=TopicRequest) for expertise to help with video production and editing].
6. The Coherence Principle: Remove extraneous words, pictures and sounds.
   Reduces the cognitive load.
7. The Signalling Principle: Highlight important terms and images.
8. The Redundancy Principle: Audio narrations AND on-screen text is redundant.
9. The Spatial Contiguity Principle: Place corresponding text and graphics next to each other.
10. The Temporal Contiguity Principle: Present corresponding words and images simultaneously rather than successively.
    Solution 3: ViewPure (http://viewpure.com/) – videos without clutter [here’s one I tried: http://viewpure.com/g-VSKx-Z1fw?start=0&end=0]
    Solution 4: InsertLearning (https://insertlearning.com/) – turns websites into interactive lessons, by allowing for annotation and insertion of extra resources. Specific for use with Google Chrome.
    Solution 5: Hypothes.is (https://web.hypothes.is/) – for web annotation, with “powerful” options.

Key References available through CSU library:

1. Clark, R.C., & Mayer, R.E. (2016). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Hoboken, New Jersey: Pfeiffer. FOURTH EDITION, ONLINE.
2. Johnson, J. (2014) Designing with the mind in mind: Simple guide to understanding user\interface design guidelines. Amsterdam: Morgan Kaufmann FIRST EDITION 2010 AVAILABLE IN HARD COPY.
3. Krug, S. (2014). Don’t make me think revisited: A common sense approach to web and mobile usability. Berkeley: New Riders. 2014 EDITION AVAILABLE IN HARD COPY. For information on usability, user interfaces and user experiences of learning materials.
4. Mayer, R.E. (2001). Multimedia Learning. New York: Cambridge University Press. SECOND EDITION, 2009, ONLINE.