PRESENTATION: "USING IMAGES & VIDEO TO ENHANCE LEARNING":
The PowerPoint presentation below highlights the research of Richard Mayer and his findings regarding use of relevant images. Scroll down to see this file in a video format with audio narration.
| dlevine_ppt_bnfts_vdeo_ed_cmprs.pptx |
Video with audio narration and closed captioning option:
This presentation was created to give instructors ideas to make their classes more interactive, and learning how correctly using images can drastically improve retention of information. Closed captioning may be turned on or off by pressing the "CC" button at the bottom of the video. You may need to scroll up and choose "English (transcribed)" if the text does not display. The narrative script is also available on this page, below the video.
text/script for Audio narration
Using Images and Video to Enhance Learning:
Hello! My name is Daina Levine and I’m here today to explain how using images and video in education can help students retain information and make learning more interactive. By the end of this presentation I hope you will have found some new ideas to enhance your teaching!
Improve Retention:
So, whether you teach in a traditional classroom, online, or a hybrid of both, everyone wants their lessons to be as effective as possible. We know that the more students are engaged, the more they will learn. Research from Richard Mayer, Professor of Psychology at the University of California, Santa Barbara (UCSB), has shown that when graphics and images are used, it can dramatically improve retention (Clark, 2002).
But, there are guidelines to follow to make your images, or even video, add to rather than to detract from the learning, according to Mayer’s research. The things to keep in mind when using visuals and video are:
•Images must be spot-on relevant and congruent with the subject, because if they aren’t relative the image can actually distract the learner
•Text should be placed very close to the image to maximize the connection. Seeing the text and image close together at the same time- a very important criteria
•If a learner is focusing on watching animation or video and trying to read text at the same time it can create cognitive overload. Audio used in video or animation can help prevent cognitive overload.
(Clark, 2002)
Science and Math:
Video’s unique ability to animate and visualize can be really effective if it directly correlates with the lesson. Research has shown that learning is accelerated when technology, including video, is integrated into student learning ("Using multimedia tools,”).
Video allows students the ability to move away from textbooks and virtually travel around planets or 3D galaxies. Just think about how much more engaging this type of learning is compared to looking at pictures in a book! Because video has the unique ability to help students visualize concepts and processes, it can be used to observe such lessons as logarithms or molecular modeling. Simulations or video can also provide special learning tools (such as closed captioning) that assist students with disabilities ("Using multimedia tools,”).
YouTube is a growing resource for educational videos- some of my favorites are Scishow, Sixty Symbols, Khan Academy, and Crash Course. The image I used for this slide is from Sixty Symbols and the host is conducting and experiment to show how rainbows are formed ("Learning just got," 2012).
Documentaries:
Student-created documentaries are another way to get students actively involved in their learning. Research has shown that students become more engaged in learning when they created a 2-minute documentary, as compared with students who wrote essays ("Video for the," ).
Documentaries typically involve researching the topic, writing the script, and editing the video. In addition to being more engaged learners students are also developing 21st-Century Skills. Students involved in writing and producing documentaries not only become more involved with their learning but also expand their media literacy skills (Baker, 2009).
Critique Arts Performances:
Artists are always looking for a way to maximize their rehearsal time. With the convenience of cell phone video cameras, it can be very beneficial to record oneself and play it back later for observations. YouTube is full of performance examples that can be used as a resource. Subtle nuances such as the way a person breathes or an intricate fingering can be taught or observed better through video. And for daily practice, video recording oneself makes it possible to observe and correct more technical errors (Howes, 2012).
So, even online music lessons are an example of the value of video, which can give students an opportunity for personal reflection or feedback from professional musicians.
Virtual Field Trips:
Virtual tours can take you places you could have never otherwise gone. Connecting with experts and other students anywhere in the world can be especially engaging for students. Many museums offer virtual tours…students may meet face-to-face via video with famous authors…or you can become virtual learning partners with classrooms anywhere in the world.
Videoconferencing gives us an amazing opportunity to interact directly with students of other cultures. I know of a teacher in a nearby district whose class connects with students in Scotland every Friday morning to discuss academics, politics, cultural differences, and typical teen chat.
At least 30% of U.S. schools have participated in videoconferencing ("Virtual field trips,”).
Teacher-Created Video:
Teacher-created videos can be a great way to give students access to your lesson. Video allows for instant replay- students can repeat a particular instruction over and over to help them grasp concepts. But some teachers are a little intimidated about the recording process.
A simple way to create the video might be to tape the lesson in “real-time” as you are teaching, then upload to a web page for students for reference at home. But many teachers are now creating the videos prior to class, then assigning the video as homework. Potentially, this can free up class time to tackle more engaging learning activities. Just remember to follow the advice of Richard Mayer and keep the content and images very relevant to your objectives (Clark, 2002). This concept is also known as a “flipped classroom” ("Don't be afraid," 2012).
Video-Editing Apps:
Videos can be even more educational when created by the students. Generally, when students are the ones creating the lesson, they learn more. There is a sense of involvement, and writing a script and assembling the video is a great reinforcement of the information they’ve learned ("Educational technology and," ).
Whether you or your students create a video, you’re probably going to need a way to make edits. I downloaded an app on my iPhone called “Splice”, and the first time I used it I cropped my video and added a text introduction in less than two minutes. It is extremely easy to use! There are other video editing apps out there, just check them out and find one you’re comfortable with.
Video Podcasts:
Video podcasts are another great way to record your lessons from anywhere. Also known as “vodcasts,” they, too, can be a great way for students to document and share assignments as a unit project. They can create a vodcast themselves using the video camera on their smart phones or on their own computers. Students will learn more with a vodcast project as they type scripts, take photos, record the vodcast, and edit the recording ("Classroom podcasting/vodcasting," ).
Vodcasts can also be a really effective way to activate prior knowledge at the beginning of a new unit. Students can watch the vodcasts outside of class time for a refresher on what skills will be required to succeed in your class.
Remember to use relevant, congruent images in your vodcast to help to enhance the connection to the material (Clark, 2002).
MOOC and Video:
As an example of how some higher ed institutions are using video, many are now participating in “MOOC”, or Massive Open Online Courses. Under this new concept, colleges and universities are offering totally free access to videotaped classes in an open-source platform ("Class2Go, Stanford's newest," 2012). Anyone can attend for free as long as they have an internet connection.
Basically, the university selects classes they wish to offer through their particular MOOC platform. Classes are free of charge, but you do need to register and participate the same as those who are paying tuition- similar to one who takes a course for audit.
MOOC’s use of video to reach the masses is vastly changing the access we have to higher-ed classes.
Remember:
Remember, when dealing with images or video, Mayer’s research suggests relevant and compelling images. Those carefully aligned images and video can improve learners’ retention by up to 89% (Clark, 2002)!
References:
For more information on using video to enhance learning, please check out my list of references. Thanks so much, and I hope this presentation has provided some new and useful information for you!
If you have any questions, please feel free to contact me at the email address shown here.
Hello! My name is Daina Levine and I’m here today to explain how using images and video in education can help students retain information and make learning more interactive. By the end of this presentation I hope you will have found some new ideas to enhance your teaching!
Improve Retention:
So, whether you teach in a traditional classroom, online, or a hybrid of both, everyone wants their lessons to be as effective as possible. We know that the more students are engaged, the more they will learn. Research from Richard Mayer, Professor of Psychology at the University of California, Santa Barbara (UCSB), has shown that when graphics and images are used, it can dramatically improve retention (Clark, 2002).
But, there are guidelines to follow to make your images, or even video, add to rather than to detract from the learning, according to Mayer’s research. The things to keep in mind when using visuals and video are:
•Images must be spot-on relevant and congruent with the subject, because if they aren’t relative the image can actually distract the learner
•Text should be placed very close to the image to maximize the connection. Seeing the text and image close together at the same time- a very important criteria
•If a learner is focusing on watching animation or video and trying to read text at the same time it can create cognitive overload. Audio used in video or animation can help prevent cognitive overload.
(Clark, 2002)
Science and Math:
Video’s unique ability to animate and visualize can be really effective if it directly correlates with the lesson. Research has shown that learning is accelerated when technology, including video, is integrated into student learning ("Using multimedia tools,”).
Video allows students the ability to move away from textbooks and virtually travel around planets or 3D galaxies. Just think about how much more engaging this type of learning is compared to looking at pictures in a book! Because video has the unique ability to help students visualize concepts and processes, it can be used to observe such lessons as logarithms or molecular modeling. Simulations or video can also provide special learning tools (such as closed captioning) that assist students with disabilities ("Using multimedia tools,”).
YouTube is a growing resource for educational videos- some of my favorites are Scishow, Sixty Symbols, Khan Academy, and Crash Course. The image I used for this slide is from Sixty Symbols and the host is conducting and experiment to show how rainbows are formed ("Learning just got," 2012).
Documentaries:
Student-created documentaries are another way to get students actively involved in their learning. Research has shown that students become more engaged in learning when they created a 2-minute documentary, as compared with students who wrote essays ("Video for the," ).
Documentaries typically involve researching the topic, writing the script, and editing the video. In addition to being more engaged learners students are also developing 21st-Century Skills. Students involved in writing and producing documentaries not only become more involved with their learning but also expand their media literacy skills (Baker, 2009).
Critique Arts Performances:
Artists are always looking for a way to maximize their rehearsal time. With the convenience of cell phone video cameras, it can be very beneficial to record oneself and play it back later for observations. YouTube is full of performance examples that can be used as a resource. Subtle nuances such as the way a person breathes or an intricate fingering can be taught or observed better through video. And for daily practice, video recording oneself makes it possible to observe and correct more technical errors (Howes, 2012).
So, even online music lessons are an example of the value of video, which can give students an opportunity for personal reflection or feedback from professional musicians.
Virtual Field Trips:
Virtual tours can take you places you could have never otherwise gone. Connecting with experts and other students anywhere in the world can be especially engaging for students. Many museums offer virtual tours…students may meet face-to-face via video with famous authors…or you can become virtual learning partners with classrooms anywhere in the world.
Videoconferencing gives us an amazing opportunity to interact directly with students of other cultures. I know of a teacher in a nearby district whose class connects with students in Scotland every Friday morning to discuss academics, politics, cultural differences, and typical teen chat.
At least 30% of U.S. schools have participated in videoconferencing ("Virtual field trips,”).
Teacher-Created Video:
Teacher-created videos can be a great way to give students access to your lesson. Video allows for instant replay- students can repeat a particular instruction over and over to help them grasp concepts. But some teachers are a little intimidated about the recording process.
A simple way to create the video might be to tape the lesson in “real-time” as you are teaching, then upload to a web page for students for reference at home. But many teachers are now creating the videos prior to class, then assigning the video as homework. Potentially, this can free up class time to tackle more engaging learning activities. Just remember to follow the advice of Richard Mayer and keep the content and images very relevant to your objectives (Clark, 2002). This concept is also known as a “flipped classroom” ("Don't be afraid," 2012).
Video-Editing Apps:
Videos can be even more educational when created by the students. Generally, when students are the ones creating the lesson, they learn more. There is a sense of involvement, and writing a script and assembling the video is a great reinforcement of the information they’ve learned ("Educational technology and," ).
Whether you or your students create a video, you’re probably going to need a way to make edits. I downloaded an app on my iPhone called “Splice”, and the first time I used it I cropped my video and added a text introduction in less than two minutes. It is extremely easy to use! There are other video editing apps out there, just check them out and find one you’re comfortable with.
Video Podcasts:
Video podcasts are another great way to record your lessons from anywhere. Also known as “vodcasts,” they, too, can be a great way for students to document and share assignments as a unit project. They can create a vodcast themselves using the video camera on their smart phones or on their own computers. Students will learn more with a vodcast project as they type scripts, take photos, record the vodcast, and edit the recording ("Classroom podcasting/vodcasting," ).
Vodcasts can also be a really effective way to activate prior knowledge at the beginning of a new unit. Students can watch the vodcasts outside of class time for a refresher on what skills will be required to succeed in your class.
Remember to use relevant, congruent images in your vodcast to help to enhance the connection to the material (Clark, 2002).
MOOC and Video:
As an example of how some higher ed institutions are using video, many are now participating in “MOOC”, or Massive Open Online Courses. Under this new concept, colleges and universities are offering totally free access to videotaped classes in an open-source platform ("Class2Go, Stanford's newest," 2012). Anyone can attend for free as long as they have an internet connection.
Basically, the university selects classes they wish to offer through their particular MOOC platform. Classes are free of charge, but you do need to register and participate the same as those who are paying tuition- similar to one who takes a course for audit.
MOOC’s use of video to reach the masses is vastly changing the access we have to higher-ed classes.
Remember:
Remember, when dealing with images or video, Mayer’s research suggests relevant and compelling images. Those carefully aligned images and video can improve learners’ retention by up to 89% (Clark, 2002)!
References:
For more information on using video to enhance learning, please check out my list of references. Thanks so much, and I hope this presentation has provided some new and useful information for you!
If you have any questions, please feel free to contact me at the email address shown here.
