Research


Derek Muller is the scientist turned filmmaker behind the popular YouTube channel Veritasium. In this interview, he talks about the potential for positive impact of video on learning, especially if it includes these things:

  • misperceptions
  • dialogue
  • good questions

Curious? Check out his lecture for the Perimeter Institute where he presents his research: The Secret to Engagement: Lessons from Video

His thesis is here.

UCF Florida's Annotated List

  • Brock, S., & Brodahl, C. (2013). A tale of two cultures: Cross cultural comparison in learning the Prezi presentation software tool in the US and Norway. Journal of Information Technology Education: Research, 12, 95-119. Retrieved from http://editlib.org/p/111352/
In this article, two professors (one in the United States and the other in Norway) describe the findings of their mixed method study, which investigated (and compared) students’ perceptions and use of the Prezi presentation tool. The results of the study show that “usage of the Prezi did change the way students approached presenting their topics” and that students experienced a learning curve while creating their presentations, since they were accustomed to PowerPoint software (pp. 109-110). In addition to evaluating their classmates’ presentations, students were asked to complete a self-evaluation of their own presentation and an evaluation of the instructor/class. While there were some differences in the content and length of responses between the student groups, the overall results indicated positive feelings towards the software and presentations in general.
  • Chen, Z., Stelzer, T., & Gladding, G. (2010). Using multimedia modules to better prepare students for introductory physics lecture. Physical Review Special Topics—Physics Education Research, 6, 010108-1-010108-5. doi: 10.1103/PhysRevSTPER.6.010108
Author-supplied abstract: “It is known that introductory physics students rarely, if ever, read the textbook prior to coming to lecture. In this study, we report results from a curriculum intervention in a large enrollment introductory physics class that addresses this problem. In particular, we introduced web-based multimedia learning modules (MLMs) as a “prelecture assignment” designed to better prepare students before coming to lecture. We used student performance on “preflight questions” that they answer prior to lecture as a measure of their before-lecture understanding of the physics concepts. We found significant improvement in student performance and on the vast majority of these preflight questions as compared to that from previous semesters in which MLMs were not available. We found significant improvement for all students, independent of their background or ability level.”A PDF version of the article is available at: http://prst-per.aps.org/pdf/PRSTPER/v6/i1/e010108
  • Connors, S. P., & Sullivan, R. (2012). “It’s that easy”: Designing assignments that blend old and new literacies. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85, 221-225. doi: 10.1080/00098655.2012.691569
In this brief article, the two authors (Connors, a teacher educator, and Sullivan, a pre-service teacher) describe the experience of assigning a multimodal video project that used Photo Story software. From these experiences, the authors learned that students get much more out of a writing task when the assignment demands a blend of both multimodal/digital and traditional/print-based literacies.
  • Crisp, K. M., Jensen, M., & Moore, R. (2007). Pros and cons of a group webpage design project in a freshman anatomy and physiology course. Advances in Physiology Education, 31(4), 343-346. doi: 10.1152/advan.00120.2006
Author-supplied abstract: “To generate motivation and promote the development of written communication skills, students in a freshman-level anatomy and physiology course for nonmajors created group webpages describing historically important diseases. After the groups had been formed, each individual was assigned specific components of the disease (e.g., causes or treatments), which were subsequently combined into a final product. Interviews and questionnaires were used to document students' previous educational experiences regarding, and attitudes toward, the project. Students learned more about website design than about anatomy and physiology, but students preferred the assignment over traditional term papers. Although most students could find relevant information for this project on the internet, they were uncritical in judging the accuracy of the information they found.”

A PDF version of the article is available at: http://advan.physiology.org/content/31/4/343.long

In this article, Huffman argues that teachers are not doing a good enough job of educating students on how to credit sources in their multimedia presentations. As a response, Huffman articulates two purposes for the article: “to provide some basic background information on intellectual property” (and copyright and Fair Use) and “to share a guide/model for citing sources in a multimedia presentation” (39). The majority of this piece shares images and guidelines for including citations and copyright notices in multimedia presentations.
  • Jensen, D. (2009). From Tootsie Rolls to composites: Assessing a spectrum of active learning activities in engineering mechanics. Institute for Information Technology Applications. Retrieved from www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA508185
This paper describes and evaluates seven active learning activities based on Methodology and Tools for Developing Hands-on Active Learning Activities. These activities were evaluated at three different types of institutions and the measures used included “student opinion surveys, focus groups, pre/post activity quizzes, exam questions and a concept inventory.” To investigate how students’ demographics, preferred learning styles, and/or personality might impact their evaluation of these activities, the researchers also collected this information and determined that “learning styles, personality type, and perception of performance in the class all have influence on the students’ opinions of the activities.” The results of the study suggest that “it is important to take into account a diverse set of measures when evaluating new learning approaches.”
  • Johnson-Eilola, J., & Kimme Hea, A. C. (2003). After hypertext: Other ideas. Computers and Composition, 20, 415-425. doi: 10.1016/j.compcom.2003.08.014
Author-supplied abstract: “Early work in and about hypertext suggested dramatic potentials for the medium, primarily in the way it challenged notions of authorial control, linearity, and the status quo in general. This history of hypertext tended to portray contradicting archetypes or pure forms that concrete developments never fulfilled. We argue that hypertext has long been a cultural analogy rather than a simple enactment or fulfillment of desires. To assist in creating a more open, constructive vision of hypertext, we gather three differing but connected tropes for hypertext from this history: hypertext as kinship, hypertext as battlefield, and hypertext as rhizome. Although these tropes are only three among many possibilities, we provisionally play them off one another to deconstruct and reconstruct hypertext theory and practice, and to demonstrate potentials for moving beyond archetypes in theorizing and practicing hypertext.”

A PDF version of this article is available at: http://rhetcomp.gsu.edu/~bgu/8121/Reading-JohnsonEilolaHea.pdf

  • Lauer, C. (2009). Contending with terms: “Multimodal” and “multimedia” in the academic and public spheres. Computers and Composition, 26, 225-239. doi: 10.1016/j.compcom.2009.09.001
Author-supplied abstract: “This paper analyzes the terms ‘multimedia’ and ‘multimodal,’ examining how each term has been defined and presenting examples of documents, surveys, web sites and others to show when and how each term is used in both academic and non-academic/industry contexts. This paper shows that rather than the use of these terms being driven by any difference in their definitions, their use is more contingent upon the context and the audience to whom a particular discussion is being directed. While ‘multimedia’ is used more frequently in public/industry contexts, ‘multimodal’ is preferred in the field of composition and rhetoric. This preference for terms can be best explained by understanding the differences in how texts are valued and evaluated in these contexts. ‘Multimodal’ is a term valued by instructors because of its emphasis on design and process, whereas ‘multimedia’ is valued in the public sphere because of its emphasis on the production of a deliverable text. Ultimately, instructors need to continue using both terms in their teaching and scholarship because although ‘multimodal’ is a term that is more theoretically accurate to describe the cognitive and socially situated choices students are making in their compositions, ‘multimedia’ works as a gateway term for instructors and scholars to interface with those outside of academia in familiar and important ways.”
  • Lazarus, E., & Olivero, F. (2009). Videopapers as a tool for reflection on practice in initial teacher education. Technology, Pedagogy and Education, 18(3), 255-267. doi: 10.1080/14759390903255528
Author-supplied abstract: “This article will discuss issues concerning the potential of videopapers, drawing on a research project investigating the use of videopapers as a tool for reflecting on practice and as an assignment in initial teacher education. Student teachers engaged in initial teacher education programmes often find it difficult to ‘see’ what is going on in their classrooms. They can further experience difficulties in linking theory and research with observations of experienced teachers and their own practice. Although the authors already provide opportunities to reflect on practice underpinned by theory in current classroom-based tasks and assignments, and encourage optional videoing of lessons and seminar presentations, they believe that introducing student teachers to videopapers as a learning tool can provide novice teachers and their tutors with unique, new learning opportunities and insights. However, writing a videopaper does throw up new challenges.”
  • Lempereur, A. P. (2004). Innovation in teaching negotiation toward a relevant use of multimedia tools. International Negotiation, 9, 141-160.
Author-supplied abstract: “This article examine four cases of innovation in teaching negotiation, developed mostly in France, that involve the intensive use of multimedia techniques. These tools address some of the shortcomings of current teaching methods discussed in earlier literature. The use of multimedia innovations seems to improve teaching the subject of negotiation by enabling instructors to better bridge the gaps between theory and practice, and simulation and reality. These innovations also facilitate multiple perspectives, which are needed in cross-cultural negotiations.”
  • Metros, S. E. (2008). The educator’s role in preparing visually literate learners. Theory into Practice, 47, 102-109. doi: 10.1080/00405840801992264
In this article, Metros defines visual literacy, describes some of the challenges of teaching visual literacy (e.g., students are experienced in creating, but not deciphering and analyzing, visual images), lists some benefits of including visual data in the classroom, and shares a “new media design” rubric.
  • Neo, M. (2007). Learning with multimedia: Engaging students in constructivist learning. International Journal of Instructional Media, 34(2), 149-158.
Partial author-supplied abstract: “In this paper, a multimedia-based project was given to a class of 2nd year students in the faculty of Creative Multimedia (FCM) attending an Interactive Multimedia Course. The task was to design and build a multimedia project using the appropriate tools as a course project. Students worked in groups in this learning environment using the multimedia development process (MDP) to complete the project. The learning process is structured towards The Constructivist Learning Approach.”
  • Sibbet, D. (2008). Visual intelligence: Using the deep patterns of visual language to build cognitive skills. Theory into Practice, 47, 118-127. doi: 10.1080/00405840801992306
Author-supplied abstract: “Thirty years of work as a graphic facilitator listening visually to people of every king of organization has convinced the author that visual intelligence is a key to navigating an information economy rich with multimedia. He also believes that theory and disciplines developed by practitioners in this new field hold special promise for educators and students learning the deeper grammar of visual language. This article shares conclusions drawn from the author’s own extensive field experience, with links to work in process theory and cognitive science that have convinced him of the deeper potential of visualization as a path to building 21st-century cognitive skills.”
Author-supplied abstract: “Aimed at both newcomers to online learning as well as experienced multimedia developers, this paper addresses the issue of how to avoid unproductive multimedia instructional practices and employ more effective cognitive strategies. Baddeley’s model of working memory and Paivio’s dual coding theory suggest that humans process information through dual channels, one auditory and the other visual. This, combined with Sweller’s Theory of Cognitive Load and Anderson’s ACT-R cognitive architecture, provides a convincing argument for how humans learn, which leads to the question of how multimedia instruction can be designed to maximize learning. Cognitive theory and frameworks like Mayer’s Cognitive Theory of Multimedia Learning provide empirical guidelines that may help us to design multimedia instruction more effectively. Mayer argues that the best way to present multimedia instruction is through visual graphics and informal voice narration, which takes advantage of both verbal and visual working memories without overloading one or the other.”
Author-supplied abstract: “Multimedia learning is a cognitive theory of learning which has been popularized by the work of Richard E. Mayer and others. Multimedia learning happens when we build mental representations from words and pictures. The theory has largely been defined by Mayer’s cognitive theory of multimedia learning. Generally, the theory tries to address the issue of how to structure multimedia instructional practices and employ more effective cognitive strategies to help people learn efficiently. Baddeley’s model of working memory, Paivio’s dual coding theory, and Sweller’s theory of cognitive load are integral theories that support the overall theory of multimedia learning. The theory can be summarized as having the following components: (a) a dual-channel structure of visual and auditory channels, (b) limited processing capacity in memory, (c) three memory stores (sensory, working, long-term), (d) five cognitive processes of selecting, organizing, and integrating (selecting words, selecting images, organizing work, organizing images, and integrating new knowledge with prior knowledge), and theory-grounded and evidence-based multimedia instructional methods. Important considerations for implementing the theory are discussed, as well as current trends and future directions in research.”
  • Spalter, A. M., & van Dam, A. (2008). Digital visual literacy. Theory into Practice, 47, 93-101. doi: 10.1080/00405840801992256
Author-supplied abstract: “Like other literacies (textual literacy, numeracy), digital visual literacy (DVL) is the ability both to create and to understand certain types of information, in this case visual materials created with a computer. DVL is now essential in many daily life and workplace tasks, from looking critically at newspaper images or TV evening news to using a digital camera, making a website, creating presentations, and modeling and visualizing data in virtually all of the sciences. DVL is, of course, also now essential in all visually oriented disciplines. Defining the underlying principles of DVL and integrating it into established curricula presents many challenges. This article describes some of these and the authors’ responses, using experiences from an innovative course at Brown University and a larger-scale community-college-based project, Digital Visual Literacy.”
Author-supplied abstract: “Multimedia essay assignments in qualitative research methods courses reinforce the relationship between prior research, current data and researcher conclusions. The multimedia format also makes it more difficult for students to ignore when their claims are not supported by evidence, since each claim written in text invites the inclusion of an audiovisual piece of supporting evidence. Sharing projects at an open event encourages a better sense of audience in the construction of their multimedia essay arguments.”
  • Timmerer, C., Waltl, M., Rainer, B., & Hellwagner, H. (2012). Assessing the quality of sensory experience for multimedia presentations. Signal Processing: Image Communication, 27, 909-916. doi: 10.1016/j.image.2012.01.016
Author-supplied abstract: “This paper introduces the concept of sensory experience by utilizing sensory effects such as wind or lighting as another dimension which contributes to the quality of the user experience. In particular, we utilize a representation format for sensory effects that are attached to traditional multimedia resources such as audio, video, and image contents. Sensory effects (e.g., wind, lighting, explosion, heat, cold) are rendered on special devices (e.g., fans, ambient lights, motion chair, air condition) in synchronization with the traditional multimedia resources and shall stimulate other sense than audition and vision (e.g., mechanoreception, equilibrioception, thermoreception), with the intention to increase the users Quality of Experience (QoE). In particular, the paper provides a comprehensive introduction into the concept of sensory experience, its assessment in terms of the QoE, and related standardization and implementation efforts. Finally, we will highlight open issues and research challenges including future work.”
  • Watson, J. A., & Pecchioni, L. L. (2011). Digital natives and digital media in the college classroom: Assignment design and impacts on student learning. Educational Media International, 48(4), 307-320. doi: 10.1080/09523987.2011.632278
Author-supplied abstract: “The use of multimodal learning techniques is becoming more widespread, however, the pedagogical discourse surrounding its implementation into classroom and course design is complicated as these technologies are either demonized or viewed as the panacea for curriculum ills. Educators are faced with unique challenges when investigating how to experiment with the best ways to produce classroom experiences that use digital media. This case study examines the implementation challenges and learning outcomes related to such an experiment by reviewing and assessing the use of digital media in a health communication course, specifically through the development of documentaries. Creating an effective assignments requires addressing the development of technical skills along with course content and providing guidance and feedback throughout a semester-long project. Creating an effective assignment is pointless without sufficient learning outcomes. Because this assignment engaged students with both the course content and digital media, their learning experiences were enhanced and improved their group collaboration, critical thinking and media literacy skills.”
Author-supplied abstract: “Interactive multimedia provides a useful vehicle to reconsider the place of educational theories in the design of interactive learning environments. This paper serves to address a number of such theories, especially those centered on student learning, and in particular, attempts to draw out the implications they present for designing effective instructional multimedia. It is argued that we need to develop coherency rather than divergency, in our theoretical perspectives so that we might optimize the development of new technologies in teaching and learning. This rationale is then used to advance one such perspective, based on the role of dynamic modelling tools.”
  • Zainal, Z. I., & Mohd Deni, A. R. (2012). Advancing aesthetic literacy experience through a multimedia project. Literacy and Linguistic Computing, 27(2), 215-226. doi: 10.1093/llc/fqs009
Author-supplied abstract: “The remarkable advances in the field of ICT have led to the appearance of interesting innovations in literature classrooms, one of which is multimedia. Multimedia has been proven to be a powerful learning tool as it is able to provide extensive learning opportunities, thus breaking away from the traditional and restrictive ‘chalk and talk’ type of teaching. This study examined the incorporation of an after-reading assignment called ‘The Multimedia Project’ in a literature classroom. It involved ninety-six students taking English literature courses at the Faculty of Modern Languages and Communication, Universiti Putra Malaysia. Multimedia can be defined in a variety of ways, but for this project multimedia refers to a literary text presentation, primarily made using sound and images. Through this project, the students had opportunities to explore and develop their knowledge and critically analyze the literary texts covered in class. This study relied on two types of analysis: as evaluation of the students’ multimedia presentations and a survey of the students’ opinions regarding the project. The findings indicate that the multimedia project proved to be effective in advancing students’ literary experience and critical appreciation. The students’ opinions also confirmed the viability of multimedia as a practical application tool in teaching literature as well as in promoting visual literacy.”




Bibliography by the Centre for Teaching, Learning and Technology, UBC

  • Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching & Learning, 5(1), 1-21. Ubc-elink.png
How can video clips embedded in multimedia presentations be used to improve learning in college courses? To answer this question, a review of the theoretical and research evidence on videos and the brain is presented. Concrete guidelines are given for using available video technology in the classroom, selecting appropriate video clips for any class, and applying those clips as a systematic teaching tool. The use of clips can also attain 20 specific learning outcomes and 12 generic techniques with examples are explained to integrate video clips into teaching across the college curriculum.
  • Ibrahim, M. (2012). Implications of designing instructional video using cognitive theory of multimedia learning. Critical Questions in Education, 3(2), 83-104. Ubc-elink.png
The author explores Cognitive Theory of Multimedia Learning (Mayer, 2001) and Cognitive Load Theory(Sweller, 1999) as useful framework to explain the cognitive processing during learning from educational video.
  • Krippel, G., McKee, A. J., & Moody, J. (2010). Multimedia use in higher education: Promises and pitfalls. Journal of Instructional Pedagogies, 2, 1-8. Ubc-elink.png
This paper provides an overview of what constitutes educational “multimedia” and presents research evaluations of their effectiveness. These research findings consider not only the educational content being delivered, but also variables associated with the receivers, i.e., the student audience. The paper concludes with suggestions for new research areas that consider variables and environments not previously studied.
  • Mayer, R., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. Ubc-elink.png
  • Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. The American Psychologist, 63(8), 760-769. Ubc-elink.png
This paper offers research based principles to guide the development of a multimedia project.
  • Najjar, L. J. (1996). Multimedia information and learning. Journal of Educational Multimedia and Hypermedia, 5(2), 129. Ubc-elink.png
From the abstract - Multimedia is being used increasingly to provide computer based instruction. One reason for this trend may be the assumption that multimedia information helps people learn. To find out whether there is empirical support for this assumption, this paper reviews studies from a wide variety of fields to show that multimedia may be able to help people learn more information more quickly compared to traditional classroom lecture.
A 20-minute video interview with Dr. Richard Mayer, Professor at the Department of Psychological and Brain Sciences at the University of California, Santa Barbara. His research concerns the intersection of cognition, instruction, and technology.

This section includes evidence and research related to the flipped classroom in teaching and learning.

  • Aiken, J. M., Lin, S. Y., Douglas, S. S., Greco, E. F., Thoms, B. D., Caballero, M. D., & Schatz, M. F. (2014). Student Use of a Single Lecture Video in a Flipped Introductory Mechanics Course. Retrieved from http://arxiv.org/ftp/arxiv/papers/1407/1407.2620.pdf
  • Jensen, Jamie L., Kummer, Tyler A., Godoy, Patricia D. d. M. Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning
http://www.lifescied.org/content/14/1/ar5.full.pdf+html Research that looks at the role of active learning as a factor in the learning impacts attributed to the Flipped Classroom.
  • Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.Ubc-elink.png
This article compares the learning environments of an inverted introductory statistics class with a traditional introductory statistics class at the same university. This mixed-methods research study used the College and University Classroom Environment Inventory, field notes, interviews and focus groups to investigate and compare the learning environments of these two classrooms. Findings show that the students in the inverted classroom were less satisfied with how the classroom structure oriented them to the learning tasks in the course, but they became more open to cooperative learning and innovative teaching methods. The author further discusses these findings in terms of how they contribute to the stability and connectedness of classroom learning communities.
  • Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199.Ubc-elink.png
In this article, the author explores how the traditional lecture/homework structure of the undergraduate statistic course was “flipped” so that the majority of basic knowledge acquisition moved out of the classroom, making room for interactive activities during class time. The described changes had a positive impact on students’ attitudes toward the class and instructor as well as on students’ performance in the class.

Informational Articles

Great overview and discussion of the flipped classroom model and some of the challenges in contains from Jackie Gerstein.
Provides a background of the flipped classroom model with a special focus on a higher education setting; identifies some problems with its use and implementation; and proposes a model for implementation based on an experiential cycle of learning model.
  • Lazzari, M. Creative use of podcasting in higher education and its effect on competitive agency. Computers & Education, 52, 27-34. Ubc-elink.png
This paper describes an academic experience of podcasting, which involved a group of students in a course on multimedia communication and human–computer interaction. These students acted both as users of the university’s podcasting service and as creators of podcasted lessons.
  • McGarr, O. (2009). A review of podcasting in higher education: Its influence on the traditional lecture. Australasian Journal of Educational Technology, 25, 309-321. Ubc-elink.png
This paper examines a possible influence of podcasting on the traditional lecture in higher education. The review explores three key questions: What are the educational uses of podcasting in teaching and learning in higher education? Can podcasting facilitate more flexible and mobile learning? In what ways will podcasting influence the traditional lecture? These questions are discussed in the final section of the paper with reference to future policies and practices.
Reviews how podcasting is currently used in higher education: How it is used in course lectures, pre-class listening materials, and coursework feedback. Includes top tips for podcasters.
  • Kolowich, Steve (2014, August). Confuse Students to Help Them Learn. The Chronicle of Higher Education. Retrieved Sept. 2, 2014. Permalink.svg Permalink
a look at the risks and rewards inherent in confusion as a catalyst to learning.
Why would you use video for learning? Video should not be a substitute for actual teaching. Find out the best practices and examples of things you can do with video.
  • Wills, H. (2009, November/December). Video: The Good, the Bad, and the Ugly. EDUCAUSE Review, 44(6), 106-107. Permalink.svg Permalink
This article goes over the good, the bad, and the ugly of using videos in higher education.
  • Snelson, C. (2008). Web-Based Video in Education: Possibilities and Pitfalls. Proceedings from the Technology, Colleges & Community Worldwide Online Conference. 214-221. Permalink.svg Permalink
The author discusses how video can be used in online discussions, video case analysis, virtual field trips, and webcasts.
  • Greenberg, A. D. & Zanetis, J. (2012). The impact of broadcast and streaming video in education: What the research says and how educators and decision makers can begin to prepare for the future. Report commissioned by Cisco Systems Inc. to Wainhouse Research, LLC. Permalink.svg Permalink
Based on multiple studies, this report documents the results of Cisco’s worldwide experience in helping education institutions implement video technologies. It describes in detail the impact of these technologies on the quality of education, learning outcomes, and the development of 21st Century skills.
  • Hibbert, M. (2014, April). What Makes an Online Instructional Video Compelling? EDUCAUSE Review Online. Permalink.svg Permalink
This paper draws on video analytics and a study to show that videos with high view numbers have direct connections to a course assignment. It also provides some insight into student perspectives.
  • Loch, B. & McLoughlin, C.(2011). An instructional design model for screencasting: Engaging students in self-regulated learning. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings from ascilite 2011. 816-821. Permalink.svg Permalink
Abstract excerpt: "This article provides an overview of instructional design approaches to screencasts, and of self-regulated learning models. It then introduces a preliminary instructional design model building on self-regulated learning theory for the creation of screencasts, in order to foster and enhance students’ cognitive and metacognitive skills in understanding complex mathematical concepts."
  • Hoban, G. F., Nielsen, W. S. & McKnight, A. D. (2010). Linking semiotics and science education: A theoretical framework for "slowmation" (student-generated animations). In S. K. Howard (Eds.), AARE International Education Research Conference (pp. 1-13). Melbourne, Australia: AARE. Permalink.svg Permalink
Slowmation is a new way for preservice teachers to learn science content by making a sequence of five representations as a semiotic chain culminating in the animation as a multimodal representation; however, further research is needed to better understand how each representation influences this learning.
  • Loch, B. & McLoughlin, C.(2011). An instructional design model for screencasting: Engaging students in self-regulated learning. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings from ascilite 2011. 816-821. Permalink.svg Permalink
Abstract excerpt: "This article provides an overview of instructional design approaches to screencasts, and of self-regulated learning models. It then introduces a preliminary instructional design model building on self-regulated learning theory for the creation of screencasts, in order to foster and enhance students’ cognitive and metacognitive skills in understanding complex mathematical concepts."
  • Hoban, G. F., Nielsen, W. S. & McKnight, A. D. (2010). Linking semiotics and science education: A theoretical framework for "slowmation" (student-generated animations). In S. K. Howard (Eds.), AARE International Education Research Conference (pp. 1-13). Melbourne, Australia: AARE. Permalink.svg Permalink
Slowmation is a new way for preservice teachers to learn science content by making a sequence of five representations as a semiotic chain culminating in the animation as a multimodal representation; however, further research is needed to better understand how each representation influences this learning.
Basic principles that underlie effective learning - distilled from research across a variety of disciplines.
  • Mayer, R. E. (2008). Applying The Science Of Learning: Evidence-based Principles For The Design Of Multimedia Instruction. American Psychologist, 63(8), 760-769. Ubc-elink.png
Richard Mayer - Professor of Psychology at the University of California and researcher in cognitive sciences and multimedia - offers research based principles to guide the development of a multimedia project.
A video from Robert Talbert describing the use of screencasts in teaching and the pedagogical framework that goes into making different kinds of screencasts.
Wolf, A. (2012, March 23). Introduction to cognitive load theory. YouTube. Retrieved May 29, 2014, from https://www.youtube.com/watch?v=9ZcjWzXTHng
Wolf, A. (2012, March 23). Cognitive load theory: 3 different types of cognitive load. YouTube. Retrieved May 29, 2014, from https://www.youtube.com/watch?v=4kF9RIcx1OE
Introduces the Technological, Pedagogical, and Content Knowledge (TPACK) model by Mishra and Koehler, building on the Pedagogical Content Knowledge (PCK) model by Lee Shulman.
  • Frey, B. A., & Sutton, J. M. (2010). A Model for Developing Multimedia Learning Projects. MERLOT Journal of Online Learning and Teaching, 6(2), 491-507. Permalink.svg Permalink
Incorporates multimedia instructional theory and proposes a 10 step multimedia development model.
Guide to Implementing Multimedia Activities in the Classroom.
  • Leacock, T. L., & Nesbit, J. C. (2007). A Framework for Evaluating the Quality of Multimedia Learning Resources. Educational Technology & Society, 10 (2), 44-59. Ubc-elink.png
source: http://wiki.ubc.ca/Sandbox:DIY_Media_Research

Leave a Reply