Production Processes for Creating Educational Videos

A "how-to" guide for producing videos, bridging multimedia learning theory with a production pipeline. Three steps in contemporary video-making for educational purposes are outlined: preproduction, production, and postproduction. Overall, the article encourages educators to become producers by engaging in this creative medium.

Análise dos elementos gráfico-informacionais das animações educacionais em Saúde na Educação a Distância (EaD) | Analysis of the graphic-information elements of the educational animations in health in the distance education

Com o crescimento da demanda de cursos à distância, percebe-se a importância de produzir objetos de aprendizagem de qualidade. Estes são materiais educacionais que servem para apoiar e aperfeiçoar o processo de ensino-aprendizagem, através do uso de recursos multimídia. Entre estes está a animação, que no contexto educacional é um objeto de aprendizagem utilizado para representar situações abstratas, instruções, conteúdos, processos e procedimentos, de uma forma mais confortável e que exija menos esforço cognitivo. Dessa forma, percebe-se que, com o aumento dos cursos na modalidade EaD, incluindo a área da saúde e do uso de animações no contexto da educação, é necessário que haja o aperfeiçoamento destes materiais e a necessidade de verificar se estes objetos educacionais, em seus aspectos gráficos-informacionais, obedecem a princípios e teorias cognitivas que tratem do processo de aprendizado. Este trabalho tem como objetivo verificar se os aspectos gráfico-informacionais das animações em saúde na modalidade EaD obedecem ao princípio da Teoria Cognitiva do Aprendizado Multimídia. Como metodologia, foi realizado um estudo analítico dos aspectos gráfico-informacionais de seis animações, utilizando um protocolo baseado nos princípios da Teoria Cognitiva do Aprendizado Multimídia e um protocolo de análise gráfica. Na análise foram observados os aspectos da animação voltados aos princípios da Teoria Cognitiva do Aprendizado Multimídia e as variáveis de apresentação da animação. Como resultados obtidos, foram geradas análises e sínteses das animações, propostas para implementação e foram observados padrões nas animações.*****As the demand for distance learning courses grows, the importance of developing quality learning objects is perceived. These are the educational materials that support and improve the teaching-learning process through the use of multimedia resources. Among these resources, it’s the animation which is a learning object that is used to represent abstract situations, instructions, contents, processes and procedures in learning context, through a more comfortable way and with less cognitive effort. In this way, with the growth of distance learning courses in the health area and the increase of educational animations uses its improvement and verify if those educational objects on their graphic-informational aspects obey the Cognitive Multimedia Learning Theory are necessary. As a methodology, an analytical study of graphic-informational aspects was made. In the analysis was observed aspects of Cognitive Multimedia Learning Theory in the animations and the variables of animation presentation. As results analysis and summary about the animations also proposals for improvements and animations pattern were observed.

Revamping the design of Preschoolers Islamic Education by Integrating Islamic Design Principles and Cognitive Theory of Multimedia Learning: A Needs Assessment Study

This study aims at identifying the needs in applying Islamic Design Principles in developing multimedia learning for Islamic Education among children. Teaching methods of Islamic education have not seen much improvement and lack of creativity. Current designs and content of multimedia learning materials were not suitable in teaching Islamic education. Thus this study initiated in integrating Islamic design principles; 1) Tawheed, 2) Dhikir 3) Haya and 4) Iqtisad with Cognitive Multimedia Learning Theory. It involved a needs analysis survey research design concerning parents and teachers of preschool as participants. The result of this study indicated positive responses received upon this matter indicating that the elements of Islamic design principles were relevant in multimedia learning for preschool Islamic Education. The integration of multimedia learning theory and Islamic Design Principles in designing multimedia learning for children. This was because the impacts of multimedia learning and Islamic design principles were important for the future of early children education, it was sensible for Islamic design principles were applied to multimedia learning content. There was a need to develop learning aids in teaching Islamic values education to the children. Multimedia learning can help in sculpting the Islamic character of the children while coaching them the virtuous values in Islam; an example of the ethic in Prophet Muhammad (P.B.U.H.), good behavior and action will help the children in their personal life. Besides, this paper will help instructional design to design and develop a multimedia learning for Islamic preschool in future.

Expanding libraries’ application of Mayer’s cognitive theory of multimedia learning

Purpose The purpose of this paper is to propose the incorporation of Mayer’s cognitive theory of multimedia learning (CTML) into library digital initiatives, specifically open educational resources (OER). CTML contains established principles that maximize the impact of teaching material through optimizing the use of multimedia. As educators, librarians should adhere to CTML principles and advocate for them to be followed when library digital resources are created locally or used in a classroom. The paper looks at an OER title as an example and outlines changes based on CTML for improvements. Design/methodology/approach A literature review is used to identify the areas of librarianship where CTML already is in use and where research is lacking. Findings There are many opportunities to apply multimedia learning theory to aspects of library operations. The author should consider multimedia learning when making digitization decisions. OER projects should be accomplished with these principles and general learning theory principles in mind. Libraries should be aware of CTML principles when creating all digital scholarship. Research limitations/implications This paper is based on a literature review, not on research done specifically on this topic. It includes specific recommendations to improve an OER title as an example of what should be done on a broader scale. Practical implications Librarians are educators should be aware of learning theory and particularly multimedia learning theory as learners often are not directly accessible to provide feedback. Design is critical to learning and this paper provides practical recommendations for application. Originality/value Other papers have considered CTML as applied to online tutorials and instruction in general. Significantly less attention has been paid to applying CTML and cognitive learning theories outside of traditional instruction. This paper advocates expanding the use of cognitive learning theory and CTML to digital resources produced by the library.

INTEGRATING MULTIMEDIA LEARNING THEORY IN ASSISTIVE COURSEWARE FOR LOW VISION LEARNERS

This paper reports an ongoing study regarding the development of Assistive Courseware (AC) that is specifically designed to cater the needs of low vision learners in learning activities. Currently, as reported in the previous studies, low vision learners are facing various difficulties in their learning activities particularly in terms of information accessibility, navigationability, and pleasure. Previous literatures also state that, most of the available courseware means too little to them especially in terms of content presentation. Therefore, this study attempts to solve the problem by developing an AC which is named as AC for Low Vision Learners (AC4LV). The AC was developed by utilizing Multimedia Learning Theory as guidance. In addition, three basic steps, which are pre-production, production, and post-production have been utilized in developing the AC. As a result, an AC4LV based on Multimedia Learning Theory was successfully produced. Future works of this study is to test the experience of using AC4LV among the low vision learners particularly on primary school children from age nine to twelve.