Initial Media

I used my initial presentation from the first week to illustrate key takeaways from David Phillips’ death by PowerPoint video. At the time I saw these as practical tips. After exploring the learning principles behind them, I could apply them more effectively. Below is the initial PowerPoint screen cast presentation.

Improvements

Upon revisiting the presentation, I decided it was fairly brief, and resembled pre-lecture recordings I have encountered. Therefore, I have designed this as a pre-lecture activity for a flipped classroom environment in a Bryce’s biomechanics class. I chose a flipped classroom because often the key points of a lecture are simple, and the most benefit during lecture time would come from exploring the application of the material. This leverages the pre-training principle for material covered in lecture and allowing the students to work through the basics at their own pace utilizes Mayer’s segmenting principle.

I added a dynamic introduction and scene transitions where necessary to improve the aesthetics of the screen casting. I trimmed audio to allow for pauses, and smoother speech in areas where I was not concise.

To encourage active learning with the material, I included an activity to engage the learners, and a brief quiz to apply the knowledge thoughtfully. While the simple activity only ranks in the “analyze” tier of the Bloom’s Taxonomy pyramid, it still promotes examination of the material from the learners. To further engage in active learning, I tried to implement more cases of signaling. Signaling was present in the original video as highlighting the current point on the slide. However, since I talked about some things that may be difficult to visualize for some, I included arrows and other shapes to signal the areas of the slide I was referring to. This also takes advantage of the multimedia principles which start that people learn better from words and pictures than from words alone.

I intended the quiz as a mechanism for active learning, however; the results got for the quiz can be used as a type of formative assessment for the class before lecture. This gives the teacher feedback on the quality and effectiveness of the learning theories applied in their multimedia choices and lecture design. Below is the revised pre-lecture recording, and the quiz mentioned in the video.

References

Betts, T. (2016, November 22). 5 Tips for Multimedia Enhanced Teaching and Learning. Technology Enhanced Learning. https://blogs.sussex.ac.uk/tel/2016/11/22/5-tips-for-multimedia-enhanced-teaching-and-learning/.

Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. University of Cambridge.

TEDxTalks (2014). How to avoid death By PowerPoint | David Jp Phillips | TEDxStockholmSalon [Video]. Youtube. https://www.youtube.com/watch?v=Iwpi1Lm6dFo.