Effective Videos
Learning theory and instructional videos
The term multimedia principle “refers to the robust research finding that learning with words and pictures is more effective than learning with words alone” (Mayer, 2014, p. 175).
In an instructional video, the spoken text is combined with visuals such as photos, drawings, diagrams, presentations, and animation. This combination appeals to students who profess a preference for visual and auditory learning. More importantly, students who simultaneously process words and images during a “learning event” are more likely to recall what they have learned. (See more about dual coding and working memory in the Implications for Cognitive Theory section of the Multimedia Principle chapter in Mayer’s (2014) Cambridge Handbook for Multimedia Learning in the CTSE Library).
Effectively created videos can:
Stimulate Interaction
- Students are cognitively engaged in the learning process
- Students are encouraged to apply what they learned
- Students self-assess their learning
- Feedback is provided
- Connection between video and classroom assignment
Motivate students to get the most out of the videos by:
- Taking class time to show students how to access videos
- Offering guided questions to supplement video
- Adding interactive features (problem to complete, discussion to join, quiz, etc.)
- Making video one part of a larger assignment
- Providing supplemental resources such as short articles, web sites, or images to prepare for or follow up after viewing the video
- Connecting video to in-class assignment
Why use instructional videos?
Classroom time is precious, and time spent with your students is best used for active and collaborative learning activities. How, then, do you facilitate the learning that needs to take place in preparation for effective in-class student-centered learning exercises?
Instructional videos, when designed with student learning in mind, can be used to:
- Prepare students for classroom activities
- Present new topics
- Reinforce challenging theories
- Offer demonstrations/simulations
- Review prerequisites
- Extend learning outside of the classroom
- Allow students to learn at their own pace
The use of multimedia learning tools such as instructional videos appeals to students who have grown up with technology and who have been exposed to its use during their K-12 learning experiences. Because some students may be less adept at using the tools, we share some best practices designed to prepare students to take advantage of these online learning tools.
These guidelines, based on “how students learn,” are meant to help you design effective online learning tools that accommodate the needs of all of your students.
Presenting content that is effective, engaging, and interactive
Characteristics of Engaging Learning Content
- Short; 6 – 7 minutes (or less) in length
- Focused on one topic or learning objective
- A mixture of words and images
- Useful over time and across the curriculum (evergreen)
Effective Delivery
- Offer clear and complete directions for use of video
- Allow the learner to control the pace of delivery
- Provide a video that is accessible to all students
- Use a video naming protocol that is self-explanatory to students and will differentiate videos from one another
- Record your video in a quiet setting
- Use proper lighting
- Show what you are talking about whenever possible.
Prepare content for your audience
- Supplementary materials may be useful for students whose first language is not English
- Supplementary materials may be needed for students who lack experience in prerequisite materials
- Students may need a primer for certain vocabulary
Creating/choosing instructional videos
Creating a video
- Focus on a single skill, learning objective, or topic
- Create a storyboard or an outline of your presentation
- Collect your artifacts (images, PowerPoint/Keynote/Prezi, documents) to add visuals to your presentation
- Think “evergreen.” While planning, consider how to create a video that is reusable
- Write a script that can be used as a transcript (or arrange for someone to transcribe your completed video)
- Purchase or borrow a recommended web camera
- Choose the video tool (Panopto, YouTube, Adobe Collaborate, Screencast-O-Matic, etc.)
- Be as natural as possible; use conversational language, be enthusiastic. Editing is possible but not always easy.
- Use a video format that is platform-independent (upload to YouTube or ask ITS for recommendations)
Choosing a Video
There are a number of Open Educational Resources (OER) that are free to use. Choose wisely and be sure the resource meets at least one of the course learning objectives. Some OERs to choose from:
- TEDTalks or TED-Ed
- Merlot
- YouTube and YouTube.com/edu
- Kahn Academy
- Library of Congress Digital Collections
- National Science Digital Libraries
- WGBH Forum Network
Be sure you have the right to use the videos by checking for a Creative Commons license. Choose videos with captions or arrange to have captions created for the video.
Testing the Effectiveness of Your Video
- Have a peer review your video
- Use the feedback to prepare your next video
- Request anonymous student feedback about the effectiveness of your videos
- Self-assess your videos
Accessibility – Universal Design for Learning
Universal Design for Learning is based on the science of learning and recognizes that learning requires the interplay of 3 primary brain networks involving the what, how, and why of learning. A curriculum that is developed with UDL includes instructional objectives, activities, materials, and assessments that meet the needs of ALL LEARNERS. To learn more about UDL, visit CAST.ORG or the National Center on Universal Design for Learning.
To be sure that your videos are designed for all students:
- Offer a transcript of your video
- Caption your video
When including images, presentations, or other artifacts within your instructional video, include the following features to make the videos accessible to all students:
- Use backgrounds with strong color contrast from chosen font color
- Use short bulleted phrases with no more than 6 bullets per page
- Use alt tags when including images
- Use the styles feature to offer consistency throughout your document
- Avoid serif fonts
- Avoid font sizes smaller than 12 point