Using video in your curriculum – video delivery
There are a plethora of pedagogical benefits of delivering content to students in video form, with one of the key features being the optimal video length for student engagement. In the blog post by Philip Guo, the optimal length for videos for student engagement is between 6–9 minutes.
In their paper ‘Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners‘ Chen and Sun prove that ‘[e]xperimental results show that video-based multimedia material generates the best learning performance and most positive emotion for verbalizers. Moreover, dynamic multimedia materials containing video and animation are more appropriate for visualizers than static multimedia materials containing text and image‘ (p. 1273).
This indicates that overall, video and animation is the most engaging means of information delivery for both visual and audible learners, as long as it is engaging and not too long.
SH!FT Disruptive eLearning, provide an overview of how ‘Studies confirm the power of visuals in eLearning’ – definitely worth the read as your understanding around the power of visuals will solidify.
Animated concept delivery
Lisa Chesser, in 50 Resources to Use Animation as a Teaching Tool provides an extensive list of resources which could help you in designing animated clips to assist your students in deciphering particular concepts.
There are also quite a large number of platforms which contain ready-made educational animations, many of which are brilliant and have won numerous awards – definitely worth having a look at 20 Animations of Classic Literary Works: From Plato and Dostoevsky, to Kafka, Hemingway & Bradbury for example.
And, the ‘Story of stuff’.
In future posts we will explore some pivotal things that you need to keep in mind when presenting to camera.
Chen C-M & Sun Y-C 2012, ‘Assessing the effects of different multimedia materials on emotions and learning performance for verbal and visual style learners‘, Computers & Education, vol. 59, no. 4, pp. 1273–85.
The Institute for Teaching and Learning of The University of Queensland have developed excellent web resources which explore: