Screencast Techniques
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Some tips on designing online "lecturettes" or "screencasts" based on multimedia and cognitive processing principles.
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Screencast Techniques
- 4. The brain can only hold so much information in working memory. Overload http://www.flickr.com/photos/adrian_s/5229383/
- 5. Chunking helps learners manage and store knowledge 7 2 How much depends on the complexity of information and the experience of the learner. - +
- 6. Learners must apply knowledge to move it to long term memory. Practice makes learning.
- 7. Screencast is a component of learning experience, not the sum.
- 8. Headlines that make assertions are more effective than topics. Source: http:// writing.engr.psu.edu/slides.html
- 9. Topic headlines and lists are not memorable. Default : List of topics Not memorable
- 10. Assertions plus evidence are more memorable Redesign: Assertion made and illustrated
- 11. Assertion + Evidence leads to greater recall.
- 12. Convert your chunks into assertions Assertions Evidence
- 13. A picture is worth a thousand words
- 15. The Rocky Mtns. have varied terrain. Valleys Peaks Blue Sky Evergreens Rocks
- 16. Visual evidence is more memorable than text
- 17. Visual evidence is more memorable than text
- 19. The most effective multimedia combination is narration that explains visual information The Modality Principle
- 20. Your slides are not your speaking notes! Source: Don McMillan http:// vids.myspace.com/index.cfm?fuseaction = vids.individual&videoID =1529637984 (Advance to next slide to view)
- 21. Text that duplicates audio depresses learning Redundancy Principle
- 22. Speak in a natural style. Source: Kathy Sierra, http://headrush.typepad.com/creating_passionate_users/2005/09/conversational_.html Personalization Principle
Notes de l'éditeur
- I’m Rich James in Instructional Technologies and I am going to review six techniques derived from research and experience that will help you produce and effective “screencast.” A screencast is a video produced by capturing visuals, text and audio from a computer screen. This presentation is an example of a screencast.
- If you have followed the learning design process, you have selected a screencast as one of perhaps several learning methods that will help students reach your intended learning outcomes.
- This screencast focuses on design techniques that can be used with production tools such as Camtasia, Captivate, or other application. Using these will help you keep your audience engaged be they green meanies or anyone else.
- Your first design consideration should be that the human brain can only hold so much information in working memory at one time. Too much information leads to overload and can decrease how information is moved to long-term memory.
- Research has shown that we can hold 5 to 9 discreet bits of information in working memory at one time. This is expressed by the formula 7 +/-2. This has led to a practice known as chunking, whereby a large volume of information is broken into manageable chunks. If the information is very new to the learner, or the learner does not have a pre-existing mental model in which to integrate it, they will probably have difficulty assimilating more than five new ideas at a time.
- If you define learning as the ability store, recall and apply knowledge from memory then moving this new information to long term memory is very important. For that to happen, learners must do something with the information. They need to apply or practice it.
- Therefore your screencast may prepare students for other learning activities by priming them to understand reading material, or to prepare them for a collaborative activity. You may have more than one screencast followed by a quiz or activity. Just remember to chunk your information to meet the working memory capacity of your students.
- The next technique applies to the design of your slides. It comes from research and practice conducted by engineers and scientists who were seeking a more effective use of powerpoint in scientific presentations.
- They felt that the default design for powerpoint, which is to have a topic heading followed by bullet points, was ineffective because it was not memorable and did not engage either the listener or presenter in the subject.
- They changed the topic heading to an assertion and used the remaining slide space to illustrate or defend it. This focused the presenters on the fundamental points they were trying to make and engaged the audience in understanding the assertion.
- In research on their own students, they found that when the assertion plus evidence model was used, students were able to recall more of the information from the presentation. Changing your slides to this format is a simple but profound change. It may lead to a major overhaul of lectures you have been giving for some time. But if you have been following the learning design process, you should have clarity on your major learning objectives and this will help you determine the content of your screencast.
- Here is one way of applying the first two screencast techniques. Chunk you material into 5 to 9 ideas and then state those ideas as assertions. Your presentation then becomes the evidence and illustration of these fundamental points. Try this out and see if it works. Does it work for your subject matter? Leave some feedback in the comments area of this module.
- Another thing you may have noticed about the previous examples was the heavy use graphics. A picture is indeed worth 1,000 words.
- Consider this generic powerpoint version of the preceding slide. It puts you to sleep doesn’t it?
- This is much better.
- Visuals are information-dense because they can be used to represent ideas, create context and show relationships. In glance, the viewer can learn a great deal.
- In 2007 the Poytner Institute studied how people read online. One of their findings was that people who read what they called “non-traditional narratives” performed better on comprehension tests than those who read only text. So the lesson is to, whenever you can, create a meaningful visual representation of your ideas.
- Applying the three previous techniques will go a long way to improving your screencast. The next three will help you refine these principles and make them even more effective.
- The remaining techniques are derived mainly from research conducted by Roxana Moreno and Richard Mayer. In their study of the effect of multimedia on learning, they have identified several principles. The first takes us back to considering the working memory of the brain. Research suggests that the brain has “two channels” for working memory: one for auditory and the other for visual information. By engaging both channels you can take full advantage of the brain’s working memory capacity. This is the modality principle.
- Does this mean you should read what is on the screen? I’ll let comedian Jim McMillin answer that question:
- Ouch! Thanks Jim. We laugh because it hurts! And there is research behind his humor. As you can see by the diagram, redundant text can actually overload the visual channel of working memory. Now if no other graphics are used, redundant text may be helpful for complex information or ideas. You will know from experience which concepts will benefit from redundant reinforcement. For the others, you may be reading your students to sleep.
- The last principle is that people remember personalized language more than formal language. This includes use of first and second person pronouns -- I and you – instead of the dispassionate third person “he, she or they” or the ambiguous “one.” When you speak directly to learners as individuals, following normal conversational conventions, learners will be more engaged. It is as if, as program designer Kathy Sierra argues, the brain thinks it is in a conversation and therefore has to pay more attention to hold up its end!
- So once again, here are the six techniques that will help you design a better screencast. Boil your subject down to several essential elements. State those elements as assertions and illustrate them. Use visuals to represent data, processes and relationships. Let graphics and audio compliment each other and avoid redundant narration when its unnecessary. Finally, have a conversation with your audience. Together, these techniques will help you engage your learners.