Research has shown that video is a great way to engage and teach students— it can speed learning and help students to master the material in a more straightforward way. Why is this?Define cognitive learning theory because video allows both the “hearing” and the “seeing” buffers of working memory to take in information at the same time. This allows you to take in the material more quickly and easily.Define cognitive learning theory

Quality videos add a lot to an online class. Yet instructors all too often create online classes by placing links and references online and telling students to have at it.Define cognitive learning theory when videos are made for such a class, they can be stultifyingly boring. But the advantages of learning through well-made video are obvious.Define cognitive learning theory why should a student bother to become engaged if the professor can’t even be bothered to make worthwhile videos?

If an instructor or instructor team puts the effort into making great video, with carefully pre-planned explanations, well-done visuals, unexpected humour, and quirky editing, they are sending a signal to students that they themselves care about the material (oakley & sejnowski, in press, njp science of learning, 2019).Define cognitive learning theory as a consequence, students can’t help but become more engaged. 2. What is the importance of using humour in educational videos?

Students watching a video to learn a difficult topic can be a bit like caged rats, trapped an unable to escape the material they’re struggling with.Define cognitive learning theory and like rats, they can respond positively to hits of dopamine— that is, to occasional bits of unexpected humour. Instructors don’t always need to be funny.Define cognitive learning theory it’s just that having occasional humour can make a big difference in student engagement.

And, as TED talk innovator chris anderson has noted, humour is an important way of establishing trust with viewers.Define cognitive learning theory more than that, the online world is highly competitive. It’s a mixture of academia, with silicon valley, with a little bit of hollywood. Ordinary professors who think they can be all “old school” and not care about making an online learning experience more engaging are going to find that their courses are simply not competitive.Define cognitive learning theory

Many educational videos are created using a template approach, with the professor on one side of the screen and an image or bullet points on the other.Define cognitive learning theory this bland, predictable sort of presentation can be a real turn off for students. Motion, especially looming or unexpected motion, attracts “bottom up” attention— a student just can’t help but look (as seen in howard and holcombe, 2010 de koning, et al., 2009, horstmann, 2015, howard and holcombe, 2010, kim and lakshmanan, 2015, rossini, 2014).Define cognitive learning theory relatively static scenes, on the other hand, encourage attention to wander, making learning more difficult.

The more video editors might take advantage of judicious use of motion, the more they can help keep students’ attention on the screen without students having to force themselves to keep their focus.Define cognitive learning theory video editors can shift the instructor’s body from full body to half body, from left to right on the screen, and use other editing tricks to help maintain viewer interest.Define cognitive learning theory

Good video editing is an art, not a science, so there’s no one algorithm to use about how and when change should occur. If you start watching television, movies, and youtube with a “video editing eye,” you’ll begin to get a feel for how quality video editing is done.Define cognitive learning theory you don’t have to just leave video editing to the experts, though—simple programs like camtasia can allow you to create your own videos without much effort. 4.Define cognitive learning theory what are your tips for presenting for an educational video?

• people can tend to be a reserved and subdued when they first go on camera. Don’t do that—instead, be over-the-top with your passion for your material—amp up your personality and enthusiasm.Define cognitive learning theory you need to be bigger-than-life on video, because inevitably, some elements are lost in the translation to screen. It’s okay to have a more vibrant on-screen persona than your more ordinary self.Define cognitive learning theory

Green screen is powerful because it allows students to focus only on what is directly relevant to their learning. It’s also easy to use yourself—that is, the instructor’s body—as a pointer or indicator.Define cognitive learning theory in other words, let’s say you want to show students that the diameter of a heat exchanger is an important part of the mathematical model you’re developing.Define cognitive learning theory with green screen, you could actually insert yourself, standing full body, on top of image of a heat exchanger—perhaps having your body span the diameter as you’re speaking.Define cognitive learning theory teaching history? Insert yourself into a historical painting and ham it up. Neuroscience? “walk” inside the brain. The possibilities are endless.Define cognitive learning theory

You can even film green screen at home—just buy an inexpensive green screen cloth with a frame, some lighting, and a camera, and use the simple video editing program camtasia.Define cognitive learning theory you don’t always need to show yourself on camera, but a little bit here and there can add a lot to an otherwise bland video. Just google “how to set up a green screen studio,” and you’ll be on your way!Define cognitive learning theory