{"id":9268,"date":"2020-09-18T13:06:57","date_gmt":"2020-09-18T12:06:57","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/?page_id=9268"},"modified":"2020-09-18T13:06:57","modified_gmt":"2020-09-18T12:06:57","slug":"video","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/professional-learning\/your-stage-2\/learning-and-teaching-online\/video\/","title":{"rendered":"Creating Videos for Learners"},"content":{"rendered":"
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\n Creating Video Content for Learners <\/h3>\n
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Video is a major component of educational delivery using technology.\u00a0 We need to ensure that the content we create is as accessible and effective as possible.\u00a0 Video alone is not a single solution to learning online.\u00a0 It is likely that a single video will be part of a suite of learning resources which may include practical tasks, diagnostic assessments, interactive challenges etc.\u00a0<\/p>\n

Multimedia instruction is defined as \u201cpresenting words and pictures that are intended to foster learning\u201d (Mayer, 2009).\u00a0 The cognitive theory of multimedia learning makes three assumptions about how the mind works:<\/p>\n

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  1. there are two separate channels (auditory and visual) for processing information;<\/li>\n
  2. channel capacity is\u00a0very limited<\/b>\u00a0and can hold very little information for\u00a0short periods of time<\/b>;<\/li>\n
  3. learning is an active process<\/b> of filtering, selecting, organizing, and integrating information.<\/li>\n<\/ol>\n

    \"\"<\/a><\/p>\n

    Cognitive Overload happens when the content being presented exceeds the processing capacity of a learners cognitive system.\u00a0\u00a0<\/p>\n

    In order to reduce cognitive overload, there are some principles to consider when developing a video or multimedia resource, including…<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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    Coherence principle<\/b><\/p>\n

    Learning is better when words, pictures, and sounds are directly related to the subject matter. Keep your content simple.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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    Segmenting principle<\/b><\/p>\n

    Creating multiple, short videos illustrating a single concept\/area instead of one long video.\u00a06 minutes<\/strong> is the recommended length.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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    Contiguity principle<\/b><\/p>\n

    Place printed words near corresponding parts of graphics to reduce need for visual scanning<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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    Signalling<\/b>\u00a0principle<\/b><\/p>\n

    Use cues such as\u00a0 numbers, arrows or labels to direct learners attention to the content.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

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    \n\t\tOptions for recording videos\t<\/h3>\n
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    \n\t\t\t\n\t\t\t\t\t\t\n\t\t\t\n\n\t\t\t\n\t\t\t\t\t<\/div>\n\t\t\n\t<\/div>\n<\/section>\n
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    \n\t\tYou may also be interested in …\t<\/h3>\n
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    \n\t\t\t\t\n\t\t\t\"\"\t\t<\/a>\n\t\t\t<\/figure>\n\t\t\t

    \n\t\t\n\t\t\tConcept Test \/ Peer Instruction\t\t<\/a>\n\t<\/h3>\n\t\t<\/header>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t
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    \n\t\t\t\t\n\t\t\t\"\"\t\t<\/a>\n\t\t\t<\/figure>\n\t\t\t

    \n\t\t\n\t\t\tFlipped Learning\t\t<\/a>\n\t<\/h3>\n\t\t<\/header>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t
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    \n\t\t\t\t\n\t\t\t\"\"\t\t<\/a>\n\t\t\t<\/figure>\n\t\t\t

    \n\t\t\n\t\t\tDual Coding Your Presentations\/Videos\t\t<\/a>\n\t<\/h3>\n\t\t<\/header>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t
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    \n\t\t\t\t\n\t\t\t\"\"\t\t<\/a>\n\t\t\t<\/figure>\n\t\t\t

    \n\t\t\n\t\t\tDual Coding Your Presentations\/Videos\t\t<\/a>\n\t<\/h3>\n\t\t<\/header>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t
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    \n\t\t\t\t\n\t\t\t\"\"\t\t<\/a>\n\t\t\t<\/figure>\n\t\t\t

    \n\t\t\n\t\t\tMixed Delivery\t\t<\/a>\n\t<\/h3>\n\t\t<\/header>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t
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    \n\t\t\t\t\n\t\t\t\"\"\t\t<\/a>\n\t\t\t<\/figure>\n\t\t\t

    \n\t\t\n\t\t\tMixed Delivery\t\t<\/a>\n\t<\/h3>\n\t\t<\/header>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t
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    \n\t\t\t\t\n\t\t\t\"\"\t\t<\/a>\n\t\t\t<\/figure>\n\t\t\t

    \n\t\t\n\t\t\tDiagnostic Question Design\t\t<\/a>\n\t<\/h3>\n\t\t<\/header>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t
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    \n\t\t\t\t\n\t\t\t\"\"\t\t<\/a>\n\t\t\t<\/figure>\n\t\t\t

    \n\t\t\n\t\t\tCreating Videos for Learners\t\t<\/a>\n\t<\/h3>\n\t\t<\/header>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t
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    \n\t\t\t\t\n\t\t\t\"\"\t\t<\/a>\n\t\t\t<\/figure>\n\t\t\t

    \n\t\t\n\t\t\tEngaging Learners with Active Digital Learning\t\t<\/a>\n\t<\/h3>\n\t\t<\/header>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\n\n\t\t\t\n\t\t\t\t\t<\/div>\n\t\t\n\t<\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"

    Creating Video Content for Learners Video is a major component of educational delivery using technology.\u00a0 We need to ensure that the content we create is as accessible and effective as possible.\u00a0 Video alone is not a single solution to learning online.\u00a0 It is likely that a single video will be part of a suite of …<\/p>\n","protected":false},"author":58310,"featured_media":10360,"parent":9372,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-9268","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/pages\/9268","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/users\/58310"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/comments?post=9268"}],"version-history":[{"count":0,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/pages\/9268\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/pages\/9372"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/media\/10360"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/media?parent=9268"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}