Multimedia Skills: Refined UVic Summons Learning Video

Refining UVic Summons Learning Video

The main goal when edit­ing and refor­mat­ting the mul­ti­me­dia video on the UVic Sum­mons search engine is to use the feed­back pro­vid­ed and inte­grate more atten­tion-focus­ing prac­tices. One of the most promi­nent ways to do this was through the use of text box­es, as they allow infor­ma­tion in a video to be high­light­ed and sig­nalled to with­out dis­rupt­ing the flow of the speak­er. Text box­es brought in two of the mul­ti­me­dia learn­ing prin­ci­ples that I had not includ­ed pre­vi­ous­ly. The split atten­tion prin­ci­ple states that mul­ti­ple sources of mate­r­i­al pro­vid­ed to learn­ers should be inte­grat­ed into the media togeth­er to free cog­ni­tive load (Ayres & Sweller, 2014). Paired with the sig­nalling prin­ci­ple of high­light­ing key infor­ma­tion, text box­es over the video can be used for addi­tion­al cues. Through­out my expla­na­tion of advanced search­ing and the addi­tion­al fea­tures, there are sev­er­al key points that I am aim­ing to get across. These are the key pieces of knowl­edge that I am focus­ing on when explain­ing the steps, and high­light­ing the point with text on the screen.

An addi­tion­al edit­ing choice using the H5P capa­bil­i­ties on the improved video is to include a dif­fer­ent set of mul­ti­ple choice ques­tions. While high­light­ing key infor­ma­tion may help learner’s atten­tion, mul­ti­ple choice ques­tions can be used to gauge what is being learnt and encour­age watch­ers to adapt more to the infor­ma­tion pro­vid­ed. When com­bin­ing mul­ti­me­dia sources, it is impor­tant for stu­dents to con­nect and grasp onto the dif­fer­ent pieces of infor­ma­tion shown. Mul­ti­ple choice ques­tions fol­low the self-expla­na­tion prin­ci­ple, giv­ing learn­ers oppor­tu­ni­ty to think on the con­tent and process what is being taught. With such a short video, it is impor­tant to be able to pause and digest the infor­ma­tion giv­en. The ques­tions are not meant to be dif­fi­cult, instead call­ing atten­tion to the main lessons.

The small changes that have been added to the mul­ti­me­dia video show­case a wider vari­ety of mul­ti­me­dia learn­ing strate­gies to best pro­vide learn­ers with infor­ma­tion. Com­pared to the orig­i­nal, it is my belief that changes are ben­e­fi­cial to watch­ers. Help­ing deep­en their learn­ing and grasp of the mate­r­i­al shown.

Works Cit­ed

Ayres, P., & Sweller, J. (2014). The Split-Atten­tion Prin­ci­ple in Mul­ti­me­dia Learn­ing. In R. May­er (Ed.), The Cam­bridge Hand­book of Mul­ti­me­dia Learn­ing (Cam­bridge Hand­books in Psy­chol­o­gy, pp. 206–226). Cam­bridge: Cam­bridge Uni­ver­si­ty Press. doi:10.1017/CBO9781139547369.011