Assignment 1 LNRT523
Has anyone else wondered about the Video and Audio enhance training material, the effect it has in comprehension and competency? In that, I’d like to explore the advantages of an optimized Visual and Audio aids in expanding written content, and whether or not video size and module sizes (i.e. a length of time spent in the modules affects comprehension and competency within the topic).
Trends and proven success in optimal training designs that have utilized innovations in the learning environments have been around for centuries. As technology and culture changes initiated a need for continued learning, from paper and the printing press, religion and the schools provided through the monks and priests. Innovative ways to train were being tried and developed alongside the theories being developed to meet the new ideas presented Persyn, and Polson, (2012). As early as WW1 circa 1927 innovative training used by the military, such as instructor-led classrooms aboard airplanes to teach urban geology, or by WW2 the use of radio and Film to train the deploying troops. In the 50’s with the Personal TV in most homes and the ability to broadcast educational films from a single broadcast location changed the impression and culture within instructional design concepts. With the invention of computers and their inclusion in higher education, early on the computing potential was realized. Yet being in its infancy, limitations in the new technologies created roadblocks through sporadic acceptance of the technology and failures in acceptance of a changing culture. Despite these difficulties, Industry, schools and personal computers popularity increased the use of multi-media and its interactive use as a multi-media learning tool. (Kettanurak, Ramamurthy & Haseman, 2001) The study showed the utilization of multi-media brought better understanding and a more meaningful learning experiences to the student. Decisions on which theories apply was consistently reviewed from a multi-disciplinary viewpoint, behaviorist, cognitivist (Jonassen, 1991).
• Behaviorist Theory- focuses on retaining or changing targeted behavior through reinforcement, with features such as;
o Verification,
o Learning progress (Stats)
o Self-Pacing Control over depth, difficulty, and type of media,
o Time spent and amount of practice
• Cognitivist Theory- focuses on What and How learning takes place to stimulate effective and efficient transfer of knowledge. Key features include;
o Questions,
o Practice /review
o Navigation requirements with elaborative feedback.
• Constructivist Theory- views learning as a process and how to make learners think and learn productively, Key features include;
o Hypermedia Structure-based navigation
o Hotspots
The cognitive theory of multimedia learning (CTML), determined cognitive frameworks in language comprehension implies that the listener breaks up the information received and builds on schemas from prior experiences and understanding to make sense of information heard. In the sense of complex information, it was determined to be able to repeat and recall info assisted in retention of knowledge. Which, however, at a lecture, the speed and repetition of information provided cannot be modulated by the listener to slow down or repeat info not understood unless its recorded and can be played back. The invention of Video Tapes and recording devices led the way to the use of the different types of media-assisted learning mediums. Some of the currently used mediums are for an example, Pod Cast, U-tube, ScreenCasts, Tutorial and video lectures, Embedded Powerpoint and published LMS modules and others. Lancellotti, Thomas, and Kohli, (2016) research covered the comprehension of material where a short video was added to one group and not another. The study found that the short videos provided a significant improvement in student learning as well as an increase in student satisfaction with < 90% of participants reported seeing a value in video enhancements. Participants responding that 73.5% preferred a combined Video and Lecture design, 24.2 % preferred traditional lectures with 2.2% preferring video only. Video production in shorter formats has been found to work better in lower bandwidth environment, adding voiceover and avatars (Bubbleheads) can be used to enhance the information provided when feasible to do so. These enhancements can also be even more useful as a tool in English as a Second Language or when lower language ability is noted. Furthermore, in Guo, Kim, and Rubin, (2014) their study included engagement and determined an average of 6 min Video, U-tube etc. is the optimal video length in maintaining engagement and knowledge retention. Video production costs can affect the ability to enhance presentations, modules or information provided, however, the gains in understanding (Competence) and student satisfaction must be weighed into the instructional design.
References
Anderson, T. (2016) ‘Theories for Learning with Emerging Technologies’, Emergence and innovation in digital learning: Foundations and applications, (1989), pp. 35–50. doi: 10.15215/aupress/9781771991490.01.
Dillenbourg, P. (2016) ‘The Evolution of Research on Digital Education’, International Journal of Artificial Intelligence in Education. International Journal of Artificial Intelligence in Education, 26(2), pp. 544–560. doi: 10.1007/s40593-016-0106-z.
Guo, P.J., Kim, J., and Rubin. R., (2014) How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf
KETTANURAK, V. (NUI), RAMAMURTHY, K. and HASEMAN, W. D. (2001) ‘User attitude as a mediator of learning performance improvement in an interactive multimedia environment: an empirical investigation of the degree of interactivity and learning styles’, International Journal of Human-Computer Studies, 54(4), pp. 541–583. doi: 10.1006/ijhc.2001.0457.
Lancellotti, M., Thomas, S. and Kohli, C. (2016) ‘Online video modules for improvement in student learning’, Journal of Education for Business. Routledge, 91(1), pp. 19–22. doi: 10.1080/08832323.2015.1108281.
Persyn, J. M. and Polson, C. J. (2012) ‘Evolution and influence of military adult education’, New Directions for Adult and Continuing Education, 2012(136), pp. 5–16. doi: 10.1002/ace.20031.