Effective Multimedia DesignPeople learn better from words + pictures than words alone

Reduce Unnecessary Processing• Coherence – minimize extra words, images, narration• Signaling – provide cues to highlight the organization of material• Redundancy – use animation + narration, not animation, narration + text• Spatial Contiguity – place images and text in proximity • Temporal Contiguity – use images and text simultaneously

Manage Essential Processing• Segmentation – divide concepts into smaller, accessible parts• Pre-training – introduce key terms before lesson• Modality – animation + narration better than animation + text

Social Cues• Personalization – present narration in conversational style• Voice – human voice is better than machine or accented voice• Image – seeing the speaker doesn’t influence learning

J. Bedward, K. Wiese (pers. comm.) Mayer (2001), Clark & Mayer (2007)

Effectiveness of Reading Assignments

~13% of students “often” read the book

before class1

1Podolefsky, N., & Finkelstein, N.,2006; 2Stelzer, T., Gladding, G., Mestre, J.P., and Brookes, D.T., 2009:

Frequency of textbook use

Every lecture

Every week

Every month

Never50

40

20

30

10

% s

tude

nts

Video may present an more engaging form of pre-class assignment for students

1. Students learn key concepts better when they have opportunities to actively monitor their understanding in a variety of activities during class.

2. Students become better learners when we challenge them to answer questions that require the use of higher order thinking skills.

3. Knowledge is socially constructed and people learn best in supportive social settings (e.g., in small collaborative groups).

Research About Student Learning

Learning gains increase if we design lessons with these characteristics:

Using effective online videos can create the time needed for this lesson format

What are the characteristics of a strong assignment/activity?

• Includes active learning (7)• Has students make observations, formulate

questions and multiple hypotheses, research and test their ideas (4)

• Presents ideas multiple ways (2)

Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, L. Dee Fink, 2003

1.Learning Goals

2. Feedback & Assessment

3. Teaching & Learning Activities

Situational Factors (e.g., class size, classroom characteristics, student rank etc.)

Start with learning goals that are measurable and at different cognitive levels (e.g., Bloom’s Taxonomy). SWBAT (students will be able to) . . .

Create low stakes formative assessments and higher stakes summative assessments (exams) linked to learning goals

Teach content in short segments separated by assessments

Backward Lesson Design

Which parts of this cycle are best suited to moving outside the classroom with the help of video?

Characteristics of graded activities, assessments combined with video

• Individual assignments, students answer questions, make observations, or write summary (9)

• Classroom response questions to check understanding

What are the characteristics of a strong assignment or activity?

• Clear learning goals and objectives (9)• Includes active learning (7)

Provide opportunities for students to evaluate their learningIn-class• Think-Pair-Share• Minute Papers• ConcepTests• Lecture Tutorials• Classroom Notebooks

Outside of class• Mastery Quizzes• Exam Wrappers• Learning Journals• Reading Reflections

1Based on research findings from Zimmeran, B. J. (1989); Kaatje Kraft, pers. comm.

Create an environment that fosters learning to learn1

• Provide assessments that encourage effort (e.g., allow for revisions)

• Encourage self-comparison over social comparison (e.g., exam wrappers, reflective prompts, knowledge surveys)

• Provide visual, graphic and organizational structures to help students “chunk” information (e.g., graphic organizers, concept maps, reading reflections)

Supporting Student Self-Assessment of Learning

Can any of these benefit from the use of video?

What are the characteristics of a strong assignment/activity?

• Clear learning goals and objectives (9)• Gets students thinking about how they

are learning (4)

Evidence-Based Practices in Online Learning

Means et al. (2010) identified ~50 studies that: a) Contrasted online/hybrid vs. face-to-face condition (limited to web-based instruction); b) Measured student learning outcomes; c) Used rigorous research design.

Results:

• Hybrid courses had a larger advantage relative to face-to-face instruction than did purely online instruction.

• The presence of elements such as video or online quizzes often does not positively influence student learning.

• The way in which such elements are used is important.

• Online learning can be enhanced by giving learners control of their interactions with media and prompting learner reflection.

Means, B., Toyama, Y., Murphy, R., Bakia, M., and Jones, K. (2010) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. US Department of Education.

Evidence-Based Practices in Online Learning

Means et al. (2010) identified ~50 studies that: a) Contrasted online/hybrid vs. face-to-face condition (limited to web-based instruction); b) Measured student learning outcomes; c) Used rigorous research design.

Caveats:• Conditions differed on the amount of time on task, nature of

instruction, pedagogy.• Several studies had small sample sizes, potential

instructor/experimenter bias.

Means, B., Toyama, Y., Murphy, R., Bakia, M., and Jones, K. (2010) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. US Department of Education.

Flipped (Inverted) Classes

• Students complete pre-class work so that time in class can be dedicated to confronting more challenging concepts

• Some instruction is presented online and students apply what they have learned during class while in the presence of the instructor and their peers

Lage, M., Platt, G., and Treglia, M., 2000, Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, v.31, #1, p.30-43.

Lage et al. (2000) flipped microeconomics class structure: • Preclass lecture from videotape(!) or narrated PowerPoint• Introduction: Instructor responds to student questions• Mini-lecture (~10 minutes) on key concepts• Active learning: An economic experiment or lab exercise• Students apply concepts to review questions/worksheets• Final questions.

Instructional video lectures: Part 1

Zhang, D., Zhou, L., Briggs, R.O., and Nunamaker, J.F., Jr., 2006, Instructional video in e-learning: Assessing the impacat of interactive video on learning effectiveness. Information & Management, v.43, #1, p.15-17.

Undergraduate students in Management Information Systems course divided into equally sized groups that experienced one of four conditions:

1. Interactive video broken into short labeled segments that allowed students to navigate among lecture segments

2. Instructional video w/controls (pause, play), no navigation by segments

3. Online materials but no video

4. Traditional, face-to-face classroom

Instructional video lectures: Part 1

Zhang, D., Zhou, L., Briggs, R.O., and Nunamaker, J.F., Jr., 2006, Instructional video in e-learning: Assessing the impacat of interactive video on learning effectiveness. Information & Management, v.43, #1, p.15-17.

Results:

• Students in condition #1 showed greater learning gains and higher satisfaction with lesson than others

• No statistical difference in learning for groups #2, #3, #4

Undergraduate students in Management Information Systems course divided into 4 groups :

1. Interactive video (segmented)

2. Instructional video

3. Online materials

4. Traditional classroom

Undergraduate students in two sections of Human-computer Interaction course, one used pre-class Web lectures, one did not. (Same instructor, similar incoming GPA, blind grading of exams)

Day, J.A., and Foley, J.D., Evaluating a web lecture intervention in a human-computer interaction course. IEEE Transaction son education, v.49, #4, p.420-431.

• Web lectures – combination of video/audio/PowerPoint; ~20 minutes long

• Students completed related homework assignments

• Face-to-face lecture involved active learning

• reduced by equivalent time (7 classes canceled)

• Control class completed same homework, saw same course materials

Instructional video lectures: Part 2

“the Web lecture interventionprepares students for activity with lecture.”

Day, J.A., and Foley, J.D., Evaluating a web lecture intervention in a human-computer interaction course. IEEE Transaction son education, v.49, #4, p.420-431.

Results:

• Experimental section (web lectures) outperformed control section

• Scored higher on every homework assignment, final course grade, and on exams (but latter were almost statistically significant)

• Students rated web lectures ahead of other class activities (e.g., lectures, readings)

Instructional video lectures: Part 2 Undergraduate students in two sections of Human-computer Interaction course, one used pre-class Web lectures, one did not. (Same instructor, similar incoming GPA, blind grading of exams)

Multimedia Modules

Stelzer, T., Gladding, G., Mestre, J.P., and Brookes, D.T., 2009, Comparing the efficacy of multimedia module with traditional textbooks for learning introductory physics content. American Journal of Physics, v.77, #2, p.184-190.

Control (2 cases):• Students viewed scripts of modules plus static images from

animations (13 students)• Students viewed equivalent materials from traditional textbook

(16 students)

Undergraduate student volunteers from intro Physics course:

Experiment:• 16 students viewed ~15 minute video-based multimedia

modules • Each module = 1 lecture split into 10 scenes

• Each scene = animation + audio• Assessments embedded between scenes to control progress

Multimedia Modules

Stelzer, T., Gladding, G., Mestre, J.P., and Brookes, D.T., 2009, Comparing the efficacy of multimedia module with traditional textbooks for learning introductory physics content. American Journal of Physics, v.77, #2, p.184-190.

Students completed assessments after lessons and 2-weeks later

V S T

V S T

13%

10%

V= VideoS = ScriptT = Textbook

Results: • Students in video group

showed greater learning gains (video > script > textbook)

p<0.01

p<0.01

Undergraduate students enrolled in a reformed introductory Physics course:

Stelzer, T., Brookes, D.T., Gladding, G., and Mestre, J.P., 2010, Impact of multimedia learning modules on an introductory course on electricity and magnetism. American Journal of Physics, v.78, #7, p.755-759.

Multimedia Modules

.Control:• Students received standard lectures and

recommendations to read textbook before attending class

Experiment:• Web-based pre-lecture video-

based modules designed around multimedia learning research

• Face-to-face lecture time reduced (75 50 min)

• Multimedia presentations used narration with equations, illustrations, and animations (estimated production time, 50 h)

• Perceptions: Students in experimental class considered the course less difficult, had a better attitudes, and considered the lectures more valuable

• Previously ~70% of students attended lecture; attendance for reformed class ~90%

Stelzer, T., Brookes, D.T., Gladding, G., and Mestre, J.P., 2010, Impact of multimedia learning modules on an introductory course on electricity and magnetism. American Journal of Physics, v.78, #7, p.755-759.

Multimedia Modules

Results: • Performance: Students in experimental group had a higher

average exam score (77% vs. 74%, p<0.01)

Students completed same exams and survey questions

Undergraduate students enrolled in a reformed introductory Physics course:

Chen, Z., Stelzer, T., Gladding, G., 2010, Using multimedia modules to better prepare students for introductory physics lecture. Physical Review Special Topics, Physics Education Research, v.6, p.1-5

Experiment:• Students completed pre-class quiz questions after viewing

video-based multimedia learning modules

Control:• Students completed pre-class quiz questions after

completing reading task

Multimedia Modules

Results: • Performance: Students in

experimental group had a higher average quiz score (57% vs. 49%)• Scores of students in

experimental group that skipped parts of module (49% - same as “reading” group)

• Scores of students in experimental group that viewed all parts of module (65%)

Chen, Z., Stelzer, T., Gladding, G., 2010, Using multimedia modules to better prepare students for introductory physics lecture. Physical Review Special Topics, Physics Education Research, v.6, p.1-5

Multimedia Modules

% answers correct in control (x-axis) and experimental (y-axis) classes

Student Success with Multimedia Modules

Stelzer et al. attribute improved student learning to the following principles:• Dual channel processing

(visual + auditory) in comparison to textbook

• Effective multimedia design, specifically minimizing cognitive load (coherence principle) by omitting additional details often present in texts

Learning vs. Sciedutainment

How are modules different from science video blogs?Veritasiumhttps://www.youtube.com/user/1veritasium

SciShowhttps://www.youtube.com/user/scishow

Minute Physicshttps://www.youtube.com/user/minutephysics

Minute Earthhttps://www.youtube.com/user/minuteearth/

Brian Scoophttps://www.youtube.com/user/thebrainscoop