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How to Use Mayer’s 12 Principles of Multimedia Learning [Examples Included] - Water Bear Learning

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How to Use Mayer’s 12 Principles of Multimedia Learning [Examples Included] - Water Bear Learning

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If you're creating a training video, PowerPoint presentation, or eLearning course, how do you ensure your final product will be an effective learning resource?

You don't want to spend hundreds of hours developing an eLearning only to find that your audience thinks it confusing and uninteresting.

To help us create the most effective multimedia learning experiences, Richard Mayer has developed a theory of 12 Principles of Multimedia Learning. Think of these principles as 'guidelines' as you develop your digital learning experiences - learning videos, eLearning courses, and instructor-led PowerPoint presentations.

As you begin building your next multimedia learning experience, we suggest printing out the 12 principles as a checklist. Keep the checklist next to your computer as a helpful reference to design and develop your learning experience.

Instead of flooding your audience with paragraphs of Arial text, why not use a little science theory to help you stay on track.

Let's start by defining some terms.

What is multimedia learning?

Multimedia learning can be defined as a form of computer-aided instruction that uses two modalities concurrently. This means learning through the combined use of visuals (through pictures, animations, text, and videos) and audio (through narrated voiceover).

Since the 1970's, the science has been well established that visual elements such as images are far more effective for learning compared to text alone. Fast forward to the modern digital age, and we all experience multimedia learning every single day - through YouTube videos, eLearning courses, PowerPoint decks, free online MOOCs. The list goes on and on.

Researcher Richard Mayer wrote a book called Multimedia Learning where he explains his research on how best to structure multimedia learning experiences to maximize learner comprehension. Today, we're going to cover the basics of his 12 Principles of Multimedia Learning.

1. The Coherence Principle

First up is the Coherence Principle, which states that humans learn best when extraneous, distracting material is not included.

Simply said, cut out the extras. Use only the information that the learner needs. And most often, that means simple text and simple visuals that relate directly to the learning topic. Remove all the fluff.
How to use the Coherence Principle:
You can use the Coherence Principle as you're planning your visual elements. Ask yourself, "Is this image 100% necessary to help with comprehension? Or could you find a better one? Does this message use simple enough language so the audience will understand? Maybe I could trim down a few words."

The Coherence Principle is also quite helpful when you're editing your training video or eLearning course. As you re-watch the experience, make sure to watch with a critical "Coherence Principle" eye. Determine how you can reduce, simplify, and clarify.

2. The Signaling Principle

Next up is the Signaling Principle, which essentially means that humans learn best when they are shown exactly what to pay attention to on the screen. If there is a ton of information on the screen, how is the learner supposed to know what is the most important part?
How to use the Signaling Principle:
As a learning developer, this is where you can utilize the signaling principle by thoughtfully using features such as highlighting important words and using animated arrows to point out significant information. Another way you can use the signaling principle is by having slides or scenes that separate learning sections. This is a quick and easy way to signal to the learner that we're moving on to the next topic.

3. The Redundancy Principle

Next up? The Redundancy Principle. This principle suggests that humans learn best with narration and graphics, as opposed to narration, graphics, and text. The theory here is that if you already have narration and graphics, then the text on top is just redundant information. And this can be overwhelming for a learner.
How to use the Redundancy Principle:
You can use this principle for videos or eLearning courses that have narrated audio. Try to only include graphics or text, but not both together. Or if they are together, make the text minimal.

Personally, from a learning perspective, I enjoy reading text on screen so I what I suggest whenever possible is to include closed captioning that can be optionally turned on and off. This can't be done in all cases, but I definitely suggest that whenever possible.

4. The Spatial Contiguity Principle

The Spatial Contiguity Principle is about the actual space in between your text and visuals on the screen, stating that humans learn best when relevant text and visuals are physically close together.
How to use the Spatial Contiguity Principle:
This one makes sense intuitively. You should keep all related text and graphics physically close together in your frame. This makes it much easier for learners to process the information, using less energy to decipher meaning. This principle is pretty straight forward. Make it easy for your audience to know where to look for information.

5. The Temporal Contiguity Principle

The Temporal Contiguity Principle states that humans learn best when corresponding words and visuals are presented together, instead of in consecutive order.
How to use the Temporal Contiguity Principle:
If you're introducing a new process, the animation (or visual) should be occurring at the same time as the voiceover audio. This is preferred to having the voiceover audio play first, and then watching a visual after. You can use this by making sure your voiceover audio is always timed well with your visuals or animations.

6. The Segmenting Principle

Next is the Segmenting Principle which states that humans learn best when information is presented in segments, rather than one long continuous stream. Mayer found that when learners can control the pace of their learning, they performed better on recall tests.
How to use the Segmenting Principle:
You can use this principle by providing learners with more control over their learning. This is done by adding next buttons or allowing the speed which a video plays.

This principle also suggests that learning is broken up into smaller, bite-sized chunks. Make sure that no one lesson, slide, or video has too much information packed in it.

7. The Pre-Training Principle

The Pre-training Principle states that humans learn more efficiently if they already know some of the basics. This often means understanding basic definitions, terms, or concepts before beginning the learning experience.

And this makes intuitive sense. If a learner starts an eLearning course knowing about the topic, they can easily become overwhelmed once complex visuals and definitions start being thrown their way. A bit of pre-training before starting the course really would have helped.
How to use the Pre-Training Principle:
You can use this principle by creating an introductory "guide" or "cheat sheet" for learners to use throughout the course. Or you can create an entire lesson up front dedicated to understanding the basics, before the learner moves into the actual course.

8. The Modality Principle

The Modality Principle states that humans learn best from visuals and spoken words than from visuals and printed words. This doesn't mean that you should never use text on screen, it simply means that if there are visuals and too much text, learners will be overwhelmed.
How to use the Modality Principle:
Try to limit the amount of text you use on screen overall. Rely more on visuals, unless you need to define key terms, list steps, or provide directions.

9. The Multimedia Principle

The Multimedia Principle states that humans learn best from words and pictures than just words alone. This principle is sort of the foundation of all Mayer's principles, that images and words are more effective than words alone.
How to use the Multimedia Principle:
You can use this principle by being very thoughtful about the images you select. Remember that these images need to enhance or clarify the information.

10. The Personalization Principle

The Personalization Principle says that humans learn best from a more informal, conversational voice than an overly formal voice. Having a more casual voice actually improves the learning experience.
How to use the Personalization Principle:
You can use this by keeping your language simple and casual. Try to avoid overly professional sounding text, or long, complex words. It also helps to use the first person (you, I, we, our). This is where it helps to consider your audience demographics and try to match the tone of your voiceover to enhance personalization.

11. The Voice Principle

The Voice Principle states that humans learn best from a human voice than a computer voice. While Siri and Alexa are getting pretty close, there is no substitution for a human voice. It's important to note that the studies are still rather preliminary for the Voice Principle. But even so, it makes sense to use a human for your voiceover.
How to use the Voice Principle:
You can use this principle by recording your own professional narration, or hiring a professional to create an audio voiceover. Make sure your audio is high quality by using a professional microphone and mastering in audio editing software.

12. The Image Principle

The Image Principle states that humans do not necessarily learn better from a talking head video. Talking head videos are incredibly common in eLearning courses and MOOCs. The research on this one is also still in its early phases, so take this principle with a grain of salt.

The thinking here is that if there is important information to be learned, relevant visuals on the screen will be more effective than showing a talking head of an instructor.
How to use the Image Principle:
Instead of having a talking head of the instructor, use relevant animations and visuals that help reinforce the audio voiceover. Note that talking heads can provide some value for the instructor by building credibility and trust. This is especially useful to establish at the beginning of your learning experience. Just try to limit your use of talking heads as your video or course dives deeper into the learning content.

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How to Use Mayer's 12 Principles of Multimedia Learning [Examples Included] - Water Bear Learning

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Create powerful eLearning courses and training videos using Mayer's science-based theory of 12 Principles of Multimedia Learning.

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Document cameras are incredibly helpful devices in the classroom.

While they seem like a comparatively dated technology in the midst of the smart apps and wearable technology we see today, document cameras remain sturdy, reliable, and useful technology pieces to use in a variety of ways. With a simple twist of a knob, almost anything can be magnified and projected as an image on to the nearest screen (or wall), including:

Student writing

Teacher modeling of writing

A diagram, concept map, or drawing

A writing prompt

A rubric

Model text annotation

Model working out a math problem

An anonymous example of student work

Insects

Small, detailed physical models

While document cameras are great ways to be able to grab something spontaneously and share it with the class, it does require you to actually have one. And they're not cheap. Chances are, if you've got one, you have to share it with other teachers, which makes it something you can't count on having, so you just plan to be without it and rarely use it even if you do have one.

But if you've got an iPad, there's a way.
Camera Stand
If you've got an iPad, the next thing you'll need is a stand.

It may not seem like you'd need a camera stand, dropping your iPad would not be cool. Which is where some kind of stand, like the Justand V2 stand seen in the video below. One of these will cost between $89 and $139, depending on options, which is almost as much as a low-end document camera. So what's the point of using an iPad as a document camera, considering the hassle and minimal savings?

Mainly, the apps. A document camera will project a basic image. If that's all you need, a low-end camera might be your best bet. But if you want to the ability to record video, use advanced app features, or even have the ability to use augmented reality apps (which may or may not be useful to you, depending on what you're projecting), then an iPad begins to make more sense.

The version 2 of the stand is also portable, while many document cameras need to be plugged in to work.
The Apps
iPad? Check.

Stand? Check.

Now you need the apps.

One of the easiest ways to use your iPad as a document camera is a stand, and AppleTV. We've talked before about how the combination of an iPad and AppleTV can create a more flexible classroom, and a mobile iPad document camera is one of those ways. It's also one of the more expensive if you don't already have it, so you may need to take a look at 7 ways to mirror your iOS screen.

You can also check out 22 iPad & AppleTV Presentations apps as well.
Other Details
What kind of adapter you'll need-if any-depends on your exact setup. Check out learninginhand.com's excellent post here. (In fact, check out the entire site. We just found it this evening-lots of great iPad tips and tools.)
How To Turn Your iPad Into A Document Camera

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How To Turn Your iPad Into A Document Camera

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Document cameras are incredibly helpful devices in the classroom. While they seem like a comparatively dated technology in the midst of the smart apps and wearable technology we see today, document cameras remain sturdy, reliable, and useful technology pieces to use in a variety of ways.

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Use your iPad as a second display for your Mac with Sidecar - Apple Support

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Use your iPad as a second display for your Mac with Sidecar - Apple Support

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With Sidecar, you can use your iPad as a display that extends or mirrors your Mac desktop.

Extend or mirror your Mac desktop with Sidecar

1. Make sure that your Mac and iPad meet the Sidecar system requirements.

2. You can use Sidecar wirelessly, but to keep your iPad charged during use, connect it directly to your Mac with the USB charge cable that came with your iPad.

3. Click the AirPlay icon in the menu bar on your Mac, then choose the option to connect to your iPad. Or use Sidecar preferences to connect.
If you don't see the AirPlay icon, choose Apple menu  > System Preferences, click Displays, then make sure that "Show mirroring options in the menu bar when available" is selected.

4. Your iPad should now show an extension of your Mac desktop. You can move windows to it and use it like any other display.

5. To mirror your Mac display so that both screens show the same content, return to the AirPlay menu, which is a blue rectangle while using Sidecar. Choose the option to mirror your display. This is a great way to share your Mac screen with others.

6. To end your Sidecar session, return to the AirPlay menu and choose the option to disconnect. Or click the Disconnect button in the sidebar on your iPad.

Learn more about using external displays. For example, you can use Displays preferences to arrange displays so that your iPad extends the left, right, top, or bottom of your desktop.

Move a window to your iPad display

If you hover your pointer over the full-screen button of a window, you can choose to move that window to or from your iPad display. It's faster than dragging the window, and the window is perfectly resized for your display.

The sidebar puts commonly used controls on the side of your iPad screen. It includes Command, Shift, and other modifier keys, so you can choose essential commands with your finger or Apple Pencil instead of a keyboard.

Use Sidecar preferences to turn off the sidebar or change its position.

Tap to show or hide the menu bar when viewing a window in full screen on iPad.

Show or hide your computer's Dock on your iPad.

Command. Touch and hold to set the Command key. Double-tap to lock the key.

Option. Touch and hold to set the Option key. Double-tap to lock the key.

Control. Touch and hold to set the Control key. Double-tap to lock the key.

Shift. Touch and hold to set the Shift key. Double-tap to lock the key.

Undo the last action. Some apps support multiple undos.

Show or hide the onscreen keyboard.

Disconnect your iPad, ending the Sidecar session.

Use the Touch Bar

Many apps on Mac have Touch Bar controls that make common actions even easier. With Sidecar, you get a Touch Bar on your iPad screen even if your Mac doesn't have a Touch Bar. It works just like the Touch Bar on Mac, and you can tap its controls with either your finger or Apple Pencil.

Use Sidecar preferences to turn off the Touch Bar or change its position.

If the Touch Bar doesn't appear when using an app that offers Touch Bar controls, choose Apple menu  > System Preferences, click Mission Control, then make sure that "Displays have separate Spaces" is selected.

Use gestures for scrolling and other actions

Multi-Touch gestures on iPad remain available when using Sidecar. These gestures are particularly useful with Sidecar:

Scroll: Swipe with two fingers.

Copy: Pinch in with three fingers.

Cut: Pinch in with three fingers twice.

Paste: Pinch out with three fingers.

Undo: Swipe left with three fingers, or double-tap with three fingers.

Redo: Swipe right with three fingers.

Use Apple Pencil

To point, click, select, and perform tasks such as drawing, editing photos, and manipulating objects on your iPad while it's extending or mirroring your Mac display, you can use your Apple Pencil instead of the mouse or trackpad connected to your Mac. You can also use it to write, sketch, and mark up documents while seeing the updates live on your Mac.

Sidecar also supports double-tap, which you can turn on in Sidecar preferences. Double-tap enables apps that support this feature to perform custom actions when you double-tap on the side of your Apple Pencil (2nd generation).

Use a keyboard, mouse, or trackpad

During your Sidecar session, you can type using a keyboard connected to either your Mac or iPad, including the Smart Keyboard or Magic Keyboard for iPad.

To point, click, or select with a mouse or trackpad, use the mouse or trackpad connected to your Mac, or use an Apple Pencil on your iPad.

Use iPad apps

While using Sidecar, you can switch to an iPad app, then interact with that app on your iPad as you normally would. This suspends your Sidecar session until you switch back to the Sidecar app or disconnect Sidecar. The Sidecar app appears on your home screen only while using Sidecar.

Use Sidecar preferences

Choose Apple menu  > System Preferences, then click Sidecar. These preferences are available only on computers that support Sidecar.

Show Sidebar: Show the sidebar on the left or right side of your iPad screen, or turn it off.

Show Touch Bar: Show the Touch Bar on the bottom or top of your iPad screen, or turn it off.

Enable double tap on Apple Pencil: Allow apps that support this feature to perform custom actions when you double-tap on the side of your Apple Pencil (2nd generation).

Connect to: Choose an iPad to connect to, or click Disconnect to stop using Sidecar.

Sidecar system requirements

Mac using macOS Catalina

MacBook Pro introduced in 2016 or later

MacBook introduced in 2016 or later

MacBook Air introduced in 2018 or later

iMac introduced in 2017 or later, plus iMac (Retina 5K, 27-inch, Late 2015)

iMac Pro

Mac mini introduced in 2018 or later

Mac Pro introduced in 2019

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Use your iPad as a second display for your Mac with Sidecar

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With Sidecar, you can use your iPad as a display that extends or mirrors your Mac desktop. Make sure that your Mac and iPad meet the Sidecar system requirements. You can use Sidecar wirelessly, but to keep your iPad charged during use, connect it directly to your Mac with the USB charge cable that came with your iPad.

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Hello Everyone, My name is John Campbell and I am a retired Nurse Teacher and A and E nurse based in England. I also do some teaching in Asia and Africa when...

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Duet turns your Android device or Chromebook into an extra display for your Windows or Mac PC

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Duet turns your Android device or Chromebook into an extra display for your Windows or Mac PC

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If you've ever used a dual-monitor setup before, you'd probably agree that having a second screen greatly improves productivity. But while multiple monitors are ideal for work, lugging a monitor around wherever you go isn't really feasible. You could choose to invest in a portable monitor or you can simply download the Duet Display app.

Duet Display, which was recently ported over from iOS, allows you to turn your Android phone, tablets or Chromebook into a secondary display for your Windows or Mac PC. The app works over both wired and wireless connections, boasting of a seamless and lag-free experience.

While the concept isn't all that new, older apps like Air Display 2, iDisplay and Splashtop Wired XDisplay don't work all that well. In contrast, the team behind Duet Display claims that there is zero lag when using your Android device or Chromebook as a secondary display. On top of that, the app also enables touch support and gestures, allowing you to interact with your PC like never before.

In an email exchange with The Verge, Duet's CEO and founder Rahul Dewan said, "Performance is already very close compared to iOS...Given that our iOS product has five years of work in it, we expect them to be equal as we continue developing Android and find new optimizations."

Apple is also expected to release a similar feature called Sidecar in macOS Catalina. When asked whether the upcoming feature might affect the app's popularity Dewan added, "Sidecar is a free product made for casual users...and we have many features they don't. So even on newer iPads, the serious professionals who want to use the product every day and integrate it into their workflow will likely prefer the performance & customizability of Duet."

On top of that, the app's cross-platform support is expected to attract even more users who haven't completely given in to the Apple ecosystem. The Duet Display app supports devices running Android 7.1 or later and it's currently available at an introductory price of $9.99.
Download Duet Display Story Via: The Verge

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Duet turns your Android device or Chromebook into an extra display for your Windows or Mac PC

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If you've ever used a dual-monitor setup before, you'd probably agree that having a second screen greatly improves productivity. But while multiple monitors are ideal for work, lugging a monitor around wherever you go isn't really feasible. You could choose to invest in a portable monitor or you can simply download the Duet Display app.

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millions use Screencastify to create amazing videos

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Educator, student, marketer, engineer, gamer. Whatever part you play, you'll have simple, yet powerful screen recording and editing tools.
Learn more

Easily share your creations in multiple channels. Let more viewers watch, pause and rewind on their schedule while maximizing time by eliminating unnecessary meetings.
Learn more

Collect video assignments to ensure any team or student is heard. Track viewing activity and add interactive questions and more to ensure your message is understood.
Learn more

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Create interactive lessons, record video tutorials and collaborate real-time with your students.

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A screencast is a digital video recording of your computer screen and usually includes audio narration. Screencasts are just one of many different types of instructional videos.

Screencasting not only saves you time answering the same questions over and over, but it has been proven that 80% of viewers can recall a video they have seen in the past 30 days.

Not unlike a screenshot, screencasts can be called a screen capture video or screen recording and is a great way to teach or share ideas.

Think about your digital life. All that time sitting at your desk. Think of your apps, websites, IMs, emails, and everything that makes up your digital world.

What if you had a camera in your pocket, ready to capture and record in full, crisp HD at a moment's notice?

What types of videos would you create? Would you ever want to share what's on your screen? How could it help you work better?
Common examples of screencasts are:
A major benefit of screencasting is that the viewer can watch the screencast at a time when it's best for them because learning doesn't always take place in an academic setting.

Additionally, the viewer can absorb the information at their own pace by pausing and rewatching portions. Screencasts add a personal touch in ways that other methods (I'm looking at you PowerPoint decks and written proposals!) simply cannot. We understand the power of screencasting.

We make screencast software because we know that being able to record your desktop increases productivity. You may want to make a more polished screencast, but sometimes a quick-n-dirty video can get the job done, too.

Screencasting is a tool you can jump in and use today. Here are some great screencasting pointers to get you started!

Free Download: Camtasia gives you everything you need to create a great screencast on Windows or Mac. Click here to download a trial for free!

5 Ways Screencasting Can Make You More Productive at Work Today

1. Revitalize your onboarding

Getting the new person up-to-speed can be a time-consuming process.

You're not only trying to get your job done, but you're also having to explain it every little step of the way. You feel like you're on the spot (which you are) and it can be overwhelming. Take the pressure off you and record a screencast instead.

With screencasting, you don't have to continually start and stop to answer questions. This allows you to focus on the material. The new hire can start, stop, and re-watch the screencast as many times as they need. Nobody worries about interrupting a video recording!

You're already doing the onboarding. Screencasting allows you both refer to it again later. Screencasting allows you to train your new hires effectively and free up your time.

2. Make a basic tutorial

How many times a day do you have to answer the same question?

"How do I reconnect to the printer?"

"What is the best way to input the data?"

"How do I access those Q4 files again?"

You know. It's that type of question. It's the question you've answered countless times and by now your response is totally autopilot.

Snap out of it!

And snap your co-workers out of it too by creating a screencast that leaves a lasting impression. Why not create a little library of screencasts that answer frequently asked questions?

Oh, and did we mention that it will make you look like a rockstar?

3. Use Screencasting in your classroom or school

You may be wondering why you would want to capture a screenshot or record a video of your screen. The short answer is that it can help you communicate with more clarity and impact than you can with written words alone.
Screencast ideas for your classroom:

Record procedures and answer common questions.

Give students audio-visual feedback (the next best thing to a 1:1 conversation).

Record lessons that students can access anytime, anywhere.

Make a video to help your substitute teacher if you have to miss class.

4. Make a software or product demo

There is no better way to show off your product than by actually showing off your product! The Content Marketing Institute says that consumers need numerous touchpoints before they decide to make a purchase.

Did you ever consider that explainer videos, walkthroughs, tutorials, and helpful how-to videos are all start with a solid product demo strategy? These videos also make for awesome marketing opportunities to show (and not just tell!) the value of your product.

Oftentimes potential purchasers need to feel what the experience is going to be like before they commit.

However, by viewing a screencast, they are expressing real interest in your product and possibly intent to purchase.

A product demo video is a powerful tool that keeps eyeballs on your website and interested in your product.

5. Provide clear feedback

Sometimes the best way to provide clear, concise feedback is to talk it out.

Yet what if the person needing feedback is in a different location? Or a different time zone?

Screencasting is a solution that helps bridge the gaps for today's globally connected workforce. A major part of providing feedback isn't what you say, but how you say it. Context is everything when giving constructive critique.

Recording a screencast allows the person on the other end to actually hear your voice, and provides important context to your words. So the next time a webpage, PDF, or video edit is sent to you for feedback, consider dropping the red pen and record a screencast instead!

What is the best screencast software to start with?

When you start screencasting you want to make sure you have a tool that is simple use, but flexible enough to take on larger projects down the road. Look for a screen recorder with a built-in video editor. This will allow you to easily edit video and audio.

Camtasia is built for anyone who needs to make any kind of screencast video and has a ton of help videos to get you started. We make 100% of our tutorials and other screencasts using Camtasia. And so can you.

Free Download: Camtasia gives you everything you need to create a great screencast on Windows or Mac. Click here to download a trial for free!
Editor's Note: This post was originally published in 2015 and has since been updated for accuracy and comprehensiveness.

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The Ultimate Guide: What is Screencasting and Why Use it? | Blog | TechSmith

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A screencast is a digital video recording of your computer screen and usually includes audio narration. Screencasts are just one of many different types of instructional videos. Screencasting not only saves you time answering the same questions over and over, but it has been proven that 80% of viewers can recall a video they have seen in the past 30 days.

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Loom: Bring Learning Alive With Free Screencasting Software

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Loom: Bring Learning Alive With Free Screencasting Software

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Last updated March 7, 2020
We all know how popular video is. There's something about being able to see and hear content at your own pace, whenever and wherever you like, that is so powerful.

We aren't restricted to simply being video consumers either. Creating your own videos just gets easier and easier.

One area of video creation that has huge potential both in and out of the classroom is screencasting.

What Is Screencasting?

Screencasting is where you narrate a video recording of your computer screen. Sometimes it's just audio and sometimes you can see your face in the video as well.

While there are many paid options for screencasting software, most teachers rely on free software.

I've tried a few different free tools for screencasting. Some have limitations like watermarks on the video, length restrictions, or restrictions on how you can save or share your work.

My favourite free tool for screencasting is called Loom. This post goes through what Loom is all about and how teachers and students can use this free screencasting software in the classroom.
Disclosure: I have no connections to Loom. I just like sharing tools that are easy, free, and versatile for teachers and students.
What Is Loom?

Loom is free screencasting software available via Chrome extension or a desktop app.

You can use Loom on Mac, Windows, and Chromebooks.

Loom allows you to record your camera and screen with audio.

You can then download your video, embed it on your blog, or share it via social media or email etc.

Here's a quick example I made for the Student Blogging Challenge. I needed to show participating students and teachers how to find the URL of a post. Despite offering written instructions, some participants were still having trouble getting their URL. A quick video has helped!

Features And Benefits Of Loom

Loom is free screencasting software with many benefits:

It's free for standard video and you can save up to 25 of your recordings

It's easy to use and intuitive. Almost no learning curve!

There are no watermarks

There are no age restrictions (I contacted Loom to clarify this)

There are no restrictions on how long you record for or how many videos you make

There are three options to record: just your face, just your screen, or both

There are multiple sharing/saving options - you can give someone the URL of your video to view instantly or you can download your video and add it to a project or upload it to YouTube

You can trim your clip, so you don't have to start over if you make a mistake

Others can comment on your video or respond with emojis

You can also record and share screencasts directly from your Gmail inbox. Handy!

If you use devices like iPads, you won't be able to use Loom. Find out how to record your screen on your iPhone, iPad, or iPod touch here.

How Does Loom Work?

Originally, Loom could only be used via a Chrome extension. There is now a desktop app available as well but the features are more limited on the free plan.

Loom Chrome Extension

If you go to the Loom homepage, you'll see a big button for you to install the Chrome extension.

Once installed, you'll see a small button on the top right-hand corner of your Chrome browser. From here, you simply choose whether you want to record your screen and camera, your screen only, or your camera only.

When you're done recording, your video will save to your library so you can access them at any time. Here you'll find you can delete your videos, download them, embed them, or share in various ways.

You can even organise videos into folders.

Loom Desktop App

The Loom desktop app is a new feature that was released in 2018. It's free screencasting software that you download to your computer so you can record any part of your device.

Like the Chrome app, you have three choices for recording: screen and cam, screen only, or cam only.

To download the desktop app, simply click on this link and follow the prompts.

Classroom Application

Both teachers and students can benefit from using screencasts.

Here are 8 ideas for how teachers or students can use screencasting in the classroom with free screencasting software like Loom.

If you have other ideas, please leave a comment and let me know!

More Screencasting Ideas

Check out this great post by Matt Miller for more practical ideas. I love the way Matt likens a screencast collection to a Netflix catalogue,

Netflix is like a library of videos at your fingertips. When students have created screencast videos and they look back through their work, it's like Netflix for learning!

With Loom, your video library can be like a Netflix for learning. Or, embed your catalogue of screencasts on a page of your blog. Lots of options.

I also love this post by AJ Juliani where he talks about screencasts being a necessary (and ideal) alternative to maths homework in some cases.

Conclusion

Many teachers probably see the benefits of using videos or screencasts in their classrooms, but have been put off by the learning curve or the workload involved. Both of these obstacles are not an issue with Loom.

Loom is the sort of tool you can use on-the-go and once you've finished recording, there's nothing more to think about!
Any questions, comments, or ideas on Loom in the classroom? Please share! Do you have your own favourite tool for screencasting?
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Loom: Bring Learning Alive With Free Screencasting Software

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Loom is free screencasting software that's easy to use in the classroom. Find out what is screencasting and go through examples of how screencasts can be used by teachers and students. Students and teachers can make all sorts of simple videos straight from their web browser or desktop.

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Everything You Need to Know About Building a Great Screencast Video | Cult of Pedagogy

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Everything You Need to Know About Building a Great Screencast Video | Cult of Pedagogy

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Early in March, the COVID-19 pandemic led to a domino effect of school closures. Overnight, educators were forced to rethink their instruction as they moved online. Thankfully, most aren't comfortable simply replacing themselves with cookie-cutter, ready-made content built without the unique needs of their students in mind. They miss their students, and their students miss them, so they are willing to put in the hard work to ensure that their authentic teaching styles remain intact. This should not be a surprise to anyone who understands the art of teaching; technology simply cannot replace teachers.

One of the most effective ways to move instruction online is to build screencast videos. Screencast videos are unique because they are actual recordings of your computer screen or tablet as opposed to a video of an in-person lecture. They are a powerful way to deliver instruction, but they do require a fair amount of time and planning, which I have learned through a lot of trial and error. Building effective screencasts continues to be the barrier that stops educators from making a smooth transition to distance learning, so I have put together the following tips to help guide you through the process.

My Own Screencast Journey

As an educator myself, I spent several years developing screencasts and making mistakes along the way. I was fed up with lecturing and was determined to find a better way to tailor my instruction to students' needs. I knew technology could be a powerful tool to amplify my impact, but I wasn't willing to replace my lectures with a disembodied voice on a screen who didn't know my students. So five years ago, I made the commitment to eliminate lectures from my classroom and replace them with instructional videos I created myself. This allowed me to facilitate a blended, self-paced, mastery-based classroom built on the backbone of high quality feedback and differentiated instruction:

Years later, I left the classroom to launch The Modern Classrooms Project, a nonprofit that equips and empowers educators to create blended, self-paced, mastery-based classrooms of their own. Through our in-person trainings and our Modern Classroom Essentials* course, we have supported teachers as they learn how to:

Plan and record their own instructional videos

Build student-friendly websites for instructional content

Design effective self-paced learning experiences for students at all levels

The following tips align with what we teach participants about creating their own instructional videos.

Start with the Research

When launching distance learning and meeting students' needs, it can be tempting to dive head first into instructional video creation without actually understanding what works. But before you start investing countless hours of time and energy constructing videos, it's important to understand what the research says about cultivating engagement.

Video Length

The research on how long instructional videos should be is incredibly clear and tells a simple narrative: Keep it short. The ideal length should be under 6 minutes. Between 6 and 9 minutes, engagement drops slightly.

Image from Brame, 2015.

After 9 minutes, engagement drops considerably, and if your video is over 12 minutes, you have a real problem on your hands. It is important to note that the majority of these studies have been conducted on young adults, so for younger students try to keep it 6 minutes or under (Brame, 2015).

These time recommendations can make educators anxious. It can be hard to imagine how to synthesize concepts or skills in such a short span of time. One of the beauties of instructional video creation is it forces you to think about delivering content in a lean way. What is essential? What is not? And where can students discover the content for themselves without you walking them through the process?

A simple way to make videos short is by chunking more frequently. Educators are used to thinking about lessons in 45-, 60-, or 90-minute blocks of time. When you use instructional videos, those constraints disappear. A 10-minute lecture that is designed as part of a 60-minute lesson can be chunked into two 5-minute videos, each of which then becomes part of a 30-minute lesson (Ibrahim et al., 2012).

It also helps to speak quickly and enthusiastically. Teachers are used to speaking slowly and enunciating very clearly, but that is not necessary in a screencast; in fact, it can be quite boring. Instead, speak fast and use conversational language to bring your authentic self into the picture (Guo et al., 2014). Don't worry that students won't be able to follow if you speak too quickly; they can always rewind the video and watch sections again. And don't be afraid to make mistakes-a few of these will make your video sound more genuine.

Video Design

Next let's talk about design principles. First off, minimize text (Guo et al., 2014). Nothing is less engaging than an instructional video with a whole bunch of typed up text. It is especially redundant when you simply read the text during the recording. You might as well just send them a document and have them read it over instead. When possible, always accompany what you say with visuals (Brame, 2015).

Second, instructional videos do not need to be pretty; they need to be personal. Your students want to hear from you; otherwise you could just send them existing videos from YouTube. Research has shown that engagement increases when students know their own teacher is behind the screen delivering the instruction (Li et al., 2016).

Lastly, interactivity is engaging. Embedding pop-up questions into your videos provides great checks for understanding. Moreover, accompanying videos with guided notes helps kids stay focused and ensures that the information travels with them to their next task or assignment (Lawson et al., 2006; Vural, 2013; Zhang et al., 2006).

Don't Forget to Plan First

As with any lesson, good advance planning is essential. Don't just find a software, fire it up and start screencasting. This usually leads to long, dry videos that generally disregard the research. When we train educators to build instructional videos, we tell them that the large bulk of the work will be equal parts planning and recording. The rest of the time is devoted to enhancing your videos and sharing them out with your students.

In most cases, planning your video means putting together the visuals. We find the easiest tools for this are PowerPoint or Google Slides: You'd design the slideshow, then present that as the visual component of your screencast while narrating with your voice. Depending on the content area, these slide decks can look quite different from one another, but the best ones are highly visual and include a nice balance of new information and examples, with as little text as possible.

Other educators will use guided notes instead of slides. If you have already built a nice series of guided notes that would accompany your in-person lectures, those can work really well as the background of your instructional video. Whether you use a slideshow or guided notes, about 40 percent of the time you spend building your screencast should be spent preparing this part.

Finding the Right Recording Tool

If you haven't noticed already, there seems to be an endless stream of edtech products that all allow you to accomplish very similar tasks. This is especially the case for screencasting, so to keep things simple, I'll just recommend a few tools I know are good. Once you've learned those, it's pretty easy to transfer those skills to other tools you might want to try.

The big distinction in screencasting tools depends on whether you have a touchscreen device. While not required, touchscreen devices with styluses (tablets and 2-in-1 laptops) unleash a whole new frontier of functionality. Here is how you should think about the two options:

Interactive Whiteboards

(for touchscreen devices only)

If you have a touchscreen device, we encourage educators to use screencasting tools that serve as interactive whiteboards. Our favorite is Explain Everything. The beauty of a tool like Explain Everything is it acts like a highly interactive digital whiteboard with a built-in recorder and editing tool. More importantly, you get to control the background of your whiteboard. Instead of writing on a blank canvas, you're able to upload visuals-slide decks or guided notes-to become the background of your interactive whiteboard.

Here is an example of one of my Explain Everything videos: Independent vs. Dependent Variables.

For educators looking to learn how to use Explain Everything and all of its tools, you can access our comprehensive tutorial on our online course* or by clicking directly here: Explain Everything Tutorial. If you do go this route, make sure you have a stylus to annotate. We recommend the Meko Universal Stylus because it is affordable but allows for really clean and clear annotations with a high level of precision.

Traditional Screencasters

If you do not have a touchscreen device (most people don't) then do not worry! Traditional screencasters will still get the job done. With the right planning in place, you can create really high-quality, engaging videos. When picking an effective screencaster, you want to look for one that gives you a high level of flexibility, strong editing tools, annotation capabilities, and a webcam function. The most important editing function is the capacity to "truncate." This allows you to scroll to a specific point in a video and re-record when you make an inexcusable mistake without having to redo the whole thing.

Our favorite screencaster is Screencast-O-Matic. It is really easy to use and has all the functionality you need. The free version is ok, but the paid version is worth the upgrade for the added features. Here is our full Screencast-O-Matic Tutorial which can also be found on our online course*. There are many other screencasters out there with similar functionality. The product does not really matter much if it covers all the key components; in the end, it will come down to how you use it.

Since it is difficult to annotate or write using a traditional screencaster, you have to make up for that lack of functionality with animations; these allow you to show lines of text or bullet points one at a time, as you're speaking, rather than all at once. This minimizes the stress that students feel to write down everything immediately, and keeps them focused on each point of your video as you discuss it. Slide decks that are animated to slow-release information lead to far more engaging videos for students. But make sure the animations are simple and have a purpose. Avoid flashy animations and unnecessary sound effects; they prove to be more distracting than beneficial.

Recording: The Most Relaxing Part

Once you have selected your screencasting program and completed the planning process, it's time to start recording. For some educators, this is anxiety producing. Do your best to relax; the more authentic you are, the better.

Before you start, make sure you are in a quiet room and try to get headphones with a mic. For years I have used simple apple headphones with a mic. If you are looking for a more advanced option, consider a headset with an adjustable mic. When you are recording, you should have one goal in mind: Never speak without doing something on the screen.

Interactive Whiteboard (only if you have a touchscreen device): When using an interactive whiteboard, this is a relatively easy task. When possible, write on the screen. If you are reading text or images, constantly annotate.

Traditional Screencasters: When using a traditional screencaster, this can be a little more challenging. As you read text or discuss images on the screen, consider using your on-screen pen or cursor-just as you might use a finger in person-to follow along with the text. When possible, underline and circle key information. This is when animations will make your life a lot easier (Ibrahim et al., 2012).

Remember not to get bogged down in little mistakes. When they do happen, use the truncate function as opposed to re-recording. If you're feeling nervous, consider writing out a script for yourself. Speak quickly and genuinely and before you know it, you will have a solid and engaging video.

Making it Interactive

Once you are done recording your video, consider how you can make it interactive. You can build a fantastic video that follows all the right research, but without tools designed to ensure students are following along, there is a good chance they will inevitably check out.

Research shows that two simple strategies can increase student engagement with instructional videos:

Embedded Questions

One of the most important features of in-person lectures or discussions is the check for understanding. It is both an opportunity for teachers to get a temperature check on student learning and a chance for students to identify their own misconceptions. The problem with most checks for understanding is that they only engage a small percentage of students. That is not the case with instructional videos. When you upload your videos to a platform like Edpuzzle, you can embed questions and comments at key points in the video that EVERY student has to engage with. We recommend that you use closed-response (multiple-choice) questions so that students get immediate feedback on their responses. If you want to track responses, you can build classes on Edpuzzle to track the data. Here's our tutorial on how to use Edpuzzle.

Guided Notes

An easy way to ensure kids are paying attention during an instructional video is to require the completion of guided notes. The challenge is making sure that your notes support learning as opposed to being an unnecessary and tedious barrier. (For an overview of how to put guided notes together, click here.) As your students watch your videos, they should take notes on key content. If you require students to take freehand notes, you will find that some will flourish, but the large bulk will struggle. It will also extend the video watching experience and in turn take away from the rest of the lesson which is likely more engaging. Instead, consider simply providing students with copies of your slides-on paper or digitally-and allowing them to annotate these slides with you as they follow along. If you are not comfortable with that, provide an explicit note-taking model for students, such as Cornell notes, to provide them with a clear structure.

The enhancing phase of building instructional videos is easy to overlook. But it should only take 10-20 minutes per video and can have a major impact on engagement.

Next Steps on Your Screencasting Journey

Like any new skill worth learning, screencasts require planning and practice. But with time they can become an essential teaching tool - whether you're physically in the classroom or not. Research on our Modern Classroom Fellows has shown that when you use screencasts to allow for self-paced learning and mastery-based grading, it substantially improves your capacity to effectively differentiate instruction.

If you are looking for more resources and support through this process, we can help. For educators who are looking to dig deeper into our resources, see exemplar units, or learn how to incorporate videos into a fully self-paced, mastery-based classroom, our free online course can be accessed here, which includes unlimited access to our content and tutorials.

Finally, for any teachers who want help creating videos and running a self-paced, mastery-based class, we offer our Modern Classrooms Mentorship Program*. Every participant in this program is matched with an expert mentor from our Modern Classrooms team, who provides:

1. Feedback on every assignment you submit, from instructional videos to progress trackers to mastery checks

2. On-demand, 1-1 personalized virtual coaching

3. Three Continuing Education Units (CEUs) from George Mason University upon completion

Our mentors have experience creating instructional videos for students across a wide range of grade levels and subject areas, and they stand ready to share their expertise. If you're interested in enrolling, you can save $50 at any time with the coupon code CULTOFPEDAGOGY.

Whether you take our free course, pay for additional support, or simply read this article, we hope you'll join us in using instructional videos to create better learning experiences for all students.

* Cult of Pedagogy has an affiliate relationship with the Building Modern Classrooms Project. Although the Modern Classroom Essentials course is free, if you purchase one of their paid offerings through the links on this post, Cult of Pedagogy will receive a percentage of the sale at no extra cost to you.
References:
Brame, C. (2015). Effective educational videos. Retrieved April 19, 2020, from https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/

Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). Retrieved from https://dl.acm.org/doi/10.1145/2556325.2566239

Ibrahim, M., Antonenko, P. D., Greenwood, C. M., & Wheeler, D. (2012). Effects of segmenting, signalling, and weeding on learning from educational video. Learning, Media and Technology, 37(3), 220-235. Retrieved from https://eric.ed.gov/?id=EJ980817

Li, J., Kizilcec, R., Bailenson, J., & Ju, W. (2016). Social robots and virtual agents as lecturers for video instruction. Computers in Human Behavior, 55, 1222-1230. Retrieved from https://rene.kizilcec.com/wp-content/uploads/2013/02/li2015social.pdf

Lawson, T. J., Bodle, J. H., Houlette, M. A., & Haubner, R. R. (2006). Guiding questions enhance student learning from educational videos. Teaching of Psychology, 33(1), 31-33. Retrieved from https://doi.org/10.1207/s15328023top3301_7

Vural, O. F. (2013). The Impact of a Question-Embedded Video-based Learning Tool on E-learning. Educational Sciences: Theory and Practice, 13(2), 1315-1323. Retrieved from https://eric.ed.gov/?id=EJ1017292

Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & management, 43(1), 15-27. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0378720605000170

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Everything You Need to Know About Building a Great Screencast Video

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Moving some of your instruction to video? Learn how to plan, record, and enhance screencast videos students will actually watch.

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Effective educational videos | Center for Teaching | Vanderbilt University

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Effective educational videos | Center for Teaching | Vanderbilt University

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Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information delivery mechanism in MOOCs. Several meta-analyses have shown that technology can enhance learning (e.g., Schmid et al., 2014), and multiple studies have shown that video, specifically, can be a highly effective educational tool (e.g., Kay, 2012; Allen and Smith, 2012; Lloyd and Robertson, 2012; Rackaway, 2012; Hsin and Cigas, 2013). In order for video to serve as a productive part of a learning experience, however, it is important for the instructor to consider three elements for video design and implementation:

One of the primary considerations when constructing educational materials, including video, is cognitive load. Cognitive Load Theory, initially articulated by Sweller and colleagues (1988, 1989, 1994), suggests that memory has several components (see the figure). Sensory memory is transient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory, which has very limited capacity. This processing is a prerequisite for encoding into long-term memory, which has virtually unlimited capacity. Because working memory is very limited, the learner must be selective about what information from sensory memory to pay attention to during the learning process, an observation that has important implications for creating educational materials.

Based on this model of memory, Cognitive Load Theory suggests that any learning experience has three components (see the figure). The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connectivity within the subject. The common example given to illustrate a subject with low intrinsic load is a word pair (e.g., blue = azul), whereas grammar is a subject with a high intrinsic load due to its many levels of connectivity and conditional relationships. The second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome-e.g., to make the comparisons, do the analysis, elucidate the steps necessary to master the lesson. The ultimate goal of these activities is for the learner to incorporate the subject under study into a schema of richly connected ideas. 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 characterized 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. These concepts are more fully articulated and to some extent critiqued in an excellent review by de Jong (2010).

These definitions have implications for design of educational materials and experiences. Specifically, instructors should seek to minimize extraneous cognitive load and should consider the intrinsic cognitive load of the subject when constructing learning experiences, carefully structuring them when the material has high intrinsic load. Because working memory has a limited capacity, and information must be processed by working memory to be encoded in long term memory, it's important to prompt working memory to accept, process, and send to long-term memory only the most crucial information (Ibrahim et al., 2012).

Cognitive Theory of Multimedia Learning

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 (Mayer and Moreno, 2003). Although each channel has limited capacity, the use of the two channels can facilitate the integration of new information into existing cognitive structures. By using both channels, working memory's capacity is maximized-but either channel can be overwhelmed by high cognitive load. Thus design strategies that manage the cognitive load for both channels in multimedia learning materials promise to enhance learning. In addition to the two key assumptions of dual-channel processing and limited working memory capacity, the Cognitive Theory of Multimedia Learning also articulates the goal of any learning as "meaningful learning," which requires cognitive processing that includes paying attention to the presented material, mentally organizing the presented material into a coherent structure, and integrating the presented material with existing knowledge (Mayer and Moreno 2003) ¹.

Recommendations

These theories give rise to several recommendations about educational videos. Based on the premise that effective learning experiences minimize extraneous cognitive load, optimize germane cognitive load, and manage intrinsic cognitive lead, four effective practices emerge:

Signaling, which is also known as cueing (deKoning et al., 2009), is the use of on-screen text or symbols to highlight important information. For example, signaling may be provided by the appearance of two or three key words (e.g., Mayer and Johnson, 2008; Ibrahim et al., 2012), a change in color or contrast (e.g., deKoning et al., 2009), or a symbol that draws attention to a region of a screen (e.g., an arrow; deKoning et al., 2009). By highlighting the key information, it helps direct learner attention, thus targeting particular elements of the video for processing in the working memory. This can reduce extraneous load by helping novice learners with the task of determining which elements within a complex tool are important, and it can also increase germane load by emphasizing the organization of and connections within the information. Mayer and Moreno (2003) and deKoning et al. (2009) have shown that this approach improves students ability to retain and transfer new knowledge from animations, and Ibrahim et al. (2012) have shown that these effects extend to video.

Segmenting is the chunking of information to allow learners to engage with small pieces of new information as well as to give them control over the flow of new information. As such, it manages intrinsic load and can also increase germane load by emphasizing the structure of the information. Segmenting can be accomplished both by making shorter videos and by including "click forward" pauses within a video, such as using YouTube Annotate or HapYak to provide students with a question and prompting them to click forward after completion. Both types of segmenting have been shown to be important for student engagement with videos (Guo et al., 2014; Zhang et al., 2005), and learning from video (Ibrahim 2012; Zhang et al., 2006).

Weeding is the elimination of interesting but extraneous information from the video, that is, information that does not contribute to the learning goal. For example, music, complex backgrounds, or extra features within an animation require the learner to judge whether he should be paying attention to them, which increases extraneous load and can reduce learning. Importantly, information that increases extraneous load changes as the learner moves from novice toward expert status. That is, information that may be extraneous for a novice learner may actually be helpful for a more expert-like learner, while information that is essential for a novice may serve as an already-known distraction for an expert. Thus, it's important that the instructor consider her learners when weeding educational videos, including information that is necessary for their processing but eliminating information that they don't need to reach the learning goal and that may overload their working memory. Ibrahim (2012) has shown that this treatment can improve retention and transfer of new information from video.

Matching modality is the process of using both the audio/verbal channel and the visual/pictorial channel to convey new information, fitting the particular type of information to the most appropriate channel. For example, showing an animation of a process on screen while narrating it uses both channels to elucidate the process, thus giving the learner dual and complementary streams of information to highlight features that should be processed in working memory. In contrast, showing the animation while also showing printed text uses only the visual channel and thus overloads this channel and impedes learning (Mayer and Moreno, 2003). In another example, using a "talking head" video to explain a complex process makes productive use only of the verbal channel (because watching the speaker does not convey additional information), whereas a Khan-style tutorial that provides symbolic sketches to illustrate the verbal explanation uses both channels to give complementary information. Using both channels to convey appropriate and complementary information has been shown to increase students' retention and ability to transfer information (Mayer and Moreno, 2003) and to increase student engagement with videos (Thomson et al., 2014; Guo et al., 2014).

The table below gives a brief summary of how and why to use these practices.

Student engagement

One of the most important aspects of creating educational videos is to include elements that help promote student engagement. If students don't watch the videos, they can't learn from them. Lessons on promoting student engagement derive from earlier research on multimedia instruction as well as more recent work on videos used within MOOCs.

Keep it short. Guo and colleagues examined the length of time students watched streaming videos within four edX MOOCs, analyzing results from 6.9 million video watching sessions (2014). They observed that the median engagement time for videos less than six minutes long was close to 100%-that is, students tended to watch the whole video (although there are significant outliers; see the paper for more complete information). As videos lengthened, however, student engagement dropped off, such that the median engagement time with 9-12 minute videos was ~50% and the median engagement time with 12-40 minute videos was ~20%. In fact, the maximum median engagement time for a video of any length was six minutes. Making videos longer than 6-9 minutes is therefore likely to be wasted effort.

Use a conversational style. Called the personalization principle by Richard Meyer, the use of conversational rather than formal language during multimedia instruction has been shown to have a large effect on students' learning, perhaps because a conversational style encourages students to develop sense of social partnership with the narrator that leads to greater engagement and effort (Meyer, 2008).

Speak relatively quickly and with enthusiasm. In their study examining student engagement with MOOC videos, Guo and colleagues observed that student engagement was dependent on the narrator's speaking rate, with student engagement increasing as speaking rate increased (2014). It can be tempting for video narrators to speak slowly to help ensure that students grasp important ideas, but including in-video questions , "chapters", and speed control can give students control over this feature-and increasing narrator speed appears to promote student interest.

Make sure the material feels like it is for these students in this class. One of the benefits for instructors in creating educational videos is the ability to reuse them for other classes and other semesters. When reusing videos, it's important to package them with text outside the video to contextualize them for the particular class for which they are being used. Further, it's important to create them for the type of environment in which they will be used. Guo and colleagues examined student engagement with MOOC videos that were created by chopping up videotaped lectures that had been presented in a face-to-face class (Guo et al., 2014). Student engagement was significantly less than when lectures were created with the MOOC environment in mind.

Match modality. While this consideration is important for managing cognitive load, it is also relevant to promoting student engagement. When telling a story, it can be very effective to show the storyteller's face or to show an animation of the story (see Jay Clayton example: https://class.coursera.org/onlinegames-003/lecture). When solving a problem, Khan academy-style videos are particularly helpful, showing students step-by-step with narration how to work through the problem (Guo et al., 2014). When teaching about an invisible phenomenon, it can be helpful to provide an illustration. In each case, providing visual elements that add to the lesson can not only promote student understanding but also engagement with the lesson.

Active learning

To help students get the most out of an educational video, it's important to provide tools to help them process the information and to monitor their own understanding. There are multiple ways to do this effectively.

Use guiding questions. Lawson and colleagues examined the impact of guiding questions on students' learning from a video about social psychology in an introductory psychology class (2006). Building on work from Kreiner (1997), they had students in some sections of the course watch the video with no special instructions, while students in other sections of the course were provided with eight guiding questions to consider while watching. The students who answered the guiding questions while watching the video scored significantly higher on a later test.

Use interactive features that give students control. Zhang and colleagues compared the impact of interactive and non-interactive video on students learning in a computer science course (2006). Students who were able to control movement through the video, selecting important sections to review and moving backwards when desired, demonstrated better achievement of learning outcomes and greater satisfaction. One simple way to achieve this level of interactivity is by using YouTube Annotate, HapYak, or another tool to introduce labeled "chapters" into a video. This not only has the benefit of giving students control, but also can demonstrate the organization, increasing the germane load of the lesson.

Integrate questions into the video. Tools like HapYak can allow instructors to incorporate questions directly into video and to give feedback based on student response. Vural compared the effect of video with embedded questions to interactive video without embedded questions in pre-service teachers, finding that the embedded questions improved the students' performance on subsequent quizzes (2013).

program at Vanderbilt University, in which graduate students develop online learning materials for incorporation into a faculty mentor's course. Faizan developed videos on that were Make video part of a larger homework assignment. Faizan Zubair and Mary Keithly are each part of the BOLD Fellows embedded in a larger homework assignment in Paul Laibinis' Chemical Engineering class, and found that students valued the videos and that the videos improved students' understanding of difficult concepts when compared to a semester when the videos were not used in conjunction with the homework. Mary worked with Kathy Friedman to develop videos and follow-up questions to serve as pre-class preparation in a genetics class. Although there was no apparent change to learning outcomes in the class, students valued the videos and post-video questions as learning tools and thought that they were effective for promoting student understanding.

The important thing to keep in mind is that watching a video can be a passive experience, much as reading can be. To make the most of our educational videos, we need to help students do the processing and self-evaluation that will lead to the learning we want to see. The particular way you do this should be guided by goals of the course and the norms of your discipline.

Summary

Videos can be an effective tool in your teaching tool kit. When incorporating videos into a lesson, it's important to keep in mind the three key components of cognitive load, elements that impact engagement, and elements that promote active learning. Luckily, consideration of these elements converges on a few recommendations:

Keep videos brief and targeted on learning goals.

Use audio and visual elements to convey appropriate parts of an explanation; make them complementary rather than redundant.

Use signaling to highlight important ideas or concepts.

Use a conversational, enthusiastic style to enhance engagement.

Embed videos in a context of active learning by using guiding questions, interactive elements, or associated homework assignments.

References

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¹ Mayer and Moreno talk about essential processing, incidental processing, and representational holding as rough equivalents of germane load, extraneous load, and intrinsic load.
Cite this guide:
Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.

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By Cynthia J. Brame, CFT Assistant Director Print Version Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/. Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information delivery mechanism in MOOCs.