Given the widespread usage of instructional video in both formal and informal education and training, there is a need to ensure what people are viewing can actually help them to learn. To address this gap, Teaching with Instructional Video takes an evidence-based approach that examines techniques that have been shown to improve learning from instructional videos. Featuring rich research evidence gleaned from rigorous scientific experiments alongside key theoretical contributions for cognitive and educational science, Richard E. Mayer describes practice-inspired methods to design effective instructional videos that enhance student learning. Written for educators and instructional designers as well as students and researchers across cognitive science, media communication, and educational theory, this book marks the latest example of the advances we are making in applying the science of learning to education.
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Learn to design more effective instructional videos with this unique evidence-based approach for creating engaging video lessons.
Part I. Introduction:
1. Introduction to instructional video;
2.
Historical foundations of instructional video;
3. Research methods for
studying teaching with instructional video;
4. Theories of teaching with
instructional video; Part II. Engage: Principles to Motivate Learners to
Exert Effort to Learn:
5. Personalization principle: instructor uses
conversational wording;
6. Voice principle: off-screen instructor speaks in
an appealing human-sounding voice;
7. Embodiment principle: on-screen
instructor draws while lecturing;
8. Perspective principle: demonstrations
are recorded from a first-person perspective;
9. Positivity principle:
on-screen instructor displays positive gestures and voice while lecturing;
10. Eye contact principle: on-screen instructor makes eye contact with the
audience while lecturing;
11. Emotional design principle: key on-screen
elements are visually appealing; Part III. Focus: Principles to Help Learners
Focus on Relevant Information:
12. Simplicity principle: extraneous words and
graphics are weeded out;
13. Visual signaling principle: instructor points to
key visual elements while lecturing;
14. Caption principle: captions are
added to a narrated video only under special circumstances; Part IV. Manage:
Principles to Help Learners Manage the Flow of Relevant Information:
15.
Segmenting principle: complex slides are presented by progressively adding
parts;
16. Pretraining principle: names and characteristics of key terms are
provided before the video;
17. Modality principle: words are spoken rather
than printed; Part V. Connect: Principles to Help Learners Build Connections
Between Corresponding Verbal and Visual Information:
18. Multimedia
principle: video and narration are presented rather than narration alone;
19.
Contiguity principle: printed text is placed next to the corresponding visual
element;
20. Synchrony principle: attention is drawn to the visual element
that the instructor's voice is talking about; Part VI. Assimilate: Principles
to Help Learners Actively Make Sense of Incoming Information:
21. Note-taking
principle: learners are prompted to take summary notes while viewing an
instructional video;
22. Explaining principle: learners are prompted to
generate verbal explanations during pauses in an instructional video; Part
VII. General Conclusion:
23. Summary of design principles for teaching with
instructional video.
Richard E. Mayer is Distinguished Professor of Psychological and Brain Sciences at the University of California, Santa Barbara. Recognized as the world's most productive educational psychologist in Contemporary Educational Psychology, he is a recipient of the E. L. Thorndike Award for career achievement and the Scribner Award for outstanding research in learning and instruction.
