The presentation and feedback process for LRNT 526 has definitely presented some interesting reflections for me, as well as bringing cognitive learning elements to the fore even more. It was so interesting to hear people say my audio was muffled, as well as to comment on how the use of different narrative voices impacted the learning experience. There also were general comments that our video needed transitions to give them more time to adjust through our varied perspectives on the modality and instance.
My video was an attempt to show how combinations and varied approaches to video learning design can impact the learning experience, keeping cognitive load in mind. In reflection, my varied narrative approaches may have added extraneous load for some, as they may have distracted from the desired learning outcome. My video quality was lower due to a file transfer, which also may have created added strain. These aspects are all common with video based learning, so only add into my own personal learning journey with this modality.
As I move forward with my own critical inquiry, I am continuing to focus on best practices when linking to Cognitive Load Theory. In particular, I’m now interested in determining how TED videos approach learners with differing prior learning. Do they use enough worked examples with clear and succinct narration for novice learners? Is there too much information, and not enough time to build schemas to be put into practice?
TED Ed doesn’t really have a focus like Lynda, Coursera, Udemy etc. From what I’ve seen, not many learners engage in the Discuss aspect of the lessons, and most videos are stand alone. There also are very limited testing or evaluation methods to determine what has been learned. That being said, I will continue to delve into how these videos are constructed with regards to visuals, audio and text. I am interested to explore more about best practices such as worked examples (mentioned above), as well as process based examples “in which each example is accompanied by a commentary or other information indicating how and why the relevant steps are taken to solve a problem” (Pass, Renkl & Sweller, 2004, p. 6). I’m also presently seeking out literature which is contradictory to best practices I’ve previously read, in an attempt to determine how these best practices may be changing as video modalities become more common and are used in different learning contexts.
References
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive Load Theory : Instructional Implications of the Interaction between Information Structures and Cognitive Architecture. Learning and Instruction, 32(1/2), 1–8. https://doi.org/10.1023/B:TRUC.0000021806.17516.d0
The above image was taken from an interesting site on minimizing extraneous cognitive load in presentations – https://www.ethos3.com/2015/01/how-to-minimize-the-extraneous-load-of-your-presentations/
May 28, 2018 at 4:56 pm
Stuart I really appreciate how you captured ideas and learned from feedback provided by learners at the other end of the screen of your presentation. That type of activity can greatly improve understanding and practice everywhere in our work and study.
June 7, 2018 at 6:37 pm
Agreed Irwin! Thanks. Reflection really is so important (and gaining perspective from constructive feedback).
May 30, 2018 at 5:58 pm
Hi Stuart, thanks again for your group’s presentation as I feel I learned a lot about best practices (which as you know I examined in my blog). I think you’re on to something in your last statement about contradictory literature to best practices. There’s so much variability with how researchers approach cognitive load, but you may have your answer with “different learning contexts”.
While I’ve noticed that there are varying results to cognitive load experiments from around the globe, there’s very little comparison on the different learning environments. From what I’ve gathered the majority of the research is focused on post-secondary, but what about other groups? There are differences in practices when teaching to children versus young adults so I would expect video learning to be no different. Good luck on the literature search!
June 7, 2018 at 6:42 pm
George,
I have also seen there is very little research around cognitive load and children. I feel with regards to video based learning that it is sufficiently new and is being used much more in adult learning and workplace environments. I’ve been working a lot in elementary schools lately, and many teachers only seem to show videos during lunch breaks (which are usually movies etc.)! Cognitive load is so difficult to measure full stop, and I definitely have found it challenging to narrow down key elements supported by multiple studies which translate to universal best practices. Context and prior knowledge has such a bearing on CL, but so can what’s happening in your day and your mood!
June 7, 2018 at 5:46 am
Hi Stu,
I agree with you that things such as video quality, audio quality, etc…are things that are common within video learning, and I don’t necessarily think that it is all negative.
I started to do video tutorials when I flipped my class a couple years ago, and used the ‘explain everything’ app to achieve this. I would spend hours editing the video and audio to make sure all the transitions and annotations were perfect, it would typically take me 4 hours to make a 7 minute annotated video. One week I ran out of time and had to do it on the fly and took about 30 minutes to make a 7 minute video that was full of ‘ums’ and ‘ahs’ and me correcting myself during the video. A funny thing happened, almost all of my students approached me and said they enjoyed that video the most. They stated that it felt more real, and they connected with it because it felt like I was actually talking to them.
Have you encountered any research that might support this?
Cheers
Steve
June 7, 2018 at 6:36 pm
Interesting perspective here Steve. I too have spent countless hours creating videos (and learning activities in general), only for them to fall flat. I spent over 3 hours creating this 2:25 video! I haven’t come across any literature to date that supports the idea that appearing more casual or ‘real’ may in some way result in more of a connection from students. I do though see some validity in it, as it may reduce barriers, and by showing a human element could result in a higher engagement from students. Food for thought for sure.