Sarah Schuller

Project 2: Instructional Video

ISTC 655- Multimedia Design
April 10, 2019

Richard Mayer has proven that people learn better through multimedia: a combination of text and
visuals, rather than by either of these isolated elements. Moreover, he defines text not only as
print, but also audio and narration. Similarly, visuals may not solely be classified as pictures but
animations, simulations and videos (Peters, 2014, p. 176). Put all of this together, and consider
the power of learning through instructional videos. Contemplate the situation of something as
simple as assembling furniture. The builder may be supplied with step by step pictorial directions
with letter cues, but may fail to make connections and associations, causing reassembly multiple
times. Now consider video instructions through which the builder may view the maneuvering of
tools, may hear the directions enabling multitasking and not to mention, they may rewind and
pause to prevent reassembling and redoing a step or two. Simply put, there are just some
elements of multimedia, video specifically, that will always be preferred over other forms of
instruction. And since so many learners gravitate toward instructional videos, multimedia
designers are then tasked with great responsibility of producing high quality videos. While this
may seem like a daunting task, it is achievable when designers apply Peters strategies and
principles for instructional videos specific to the audio and visual elements.

The instructional video “Graphing Inequalities” is designed for a 6th grade math classroom. This
video can be used for initial instruction or to review concepts. It meets the Common Core State
Standard of Expressions & Equations to reason about and solve one-variable equations and
inequalities. The learning goal for this video is to write an inequality of the form x > c or x < c to
represent a constraint or condition in a real-world or mathematical problem and represent
solutions of such inequalities on number line diagrams. Specifically, students will learn the four
inequalities and their symbols, how to graph the inequalities and will experience four examples
in mathematical contexts. This lesson was selected to be designed as an instructional video
because the BCPS resource guide lacked instructional resources on graphing inequalities in
mathematical contexts. This concept can also be daunting for students as they must memorize the
graphing symbols, but knowing that student absorb more information through video, the
opportunity to make this a multimedia presentation was appropriate. This lesson was created on
Microsoft PowerPoint but filmed through Camtasia Add on feature. Editing and the addition of
captions was done using Camtasia editing software.

Using Peters deign principles, I was able to strategically plan and use audio in meaningful ways.
Background noises were not used in this instructional video as they were unnecessary but if
employed would increase student extraneous cognitive loads, harming learning (Peters, 2014, p.
186). However, light, playful music was used at the forefront of the video and conclusion to
generate excitement among the learners and differentiate formalities from required information
(Peters, 2014, p. 186). In addition, while this audio has a conversational feel, I tried to steer away
from tangents, such as “You will need this for your quiz on Wednesday” or “When I learned
inequalities in the 6th grade…”, because tangents decrease student learning outcomes and impair
learning (Peters, 2014, p. 187). While I considered a hook in storytelling form, I also felt this
would hinder learning as a tangent or cognitive overload, hence, my only attention-grabbing
tactic is my goofy face and delightful tune. The decision to avoid a story telling hook is
furthermore supporter by Peters as this video informs learners of the process which research has
proven irrelevant hooks deter the new learning (Peters, 2014, p. 188). Finally, clear and concise
narration was crucial to this video, for text only adds more to the cognitive load. Narration goes
through the hearing channel lessening all the information that students must absorb through sight
alone. The two together however, work in a dynamic partnership to meet the needs for diverse
learners (Peters, 2014, p. 188).

The visuals in this video were equally considered with great debate from Peters design
principles. Note that the video is under around five minutes of length. This was a strategic
decision to limit the video to under five minutes so to not overwhelm the learner with too much
information at one time. The video could be longer to include real world applications or more
practice problems, but learners prefer shorter video especially if the screen is static and not
dynamic. Zooming, different camera angles and the incorporation of other multi medias make for
dynamic screens by breaking up the visuals and in turn, students may watch for longer periods of
time. Peter states that students can handle static screens for 10-20 but given my student
population, I halved those time limits as most of the screen is static (Peters, 2014, p. 190).
Because this film was made on Camtasia and is saved as a ----- file, it can be uploaded to
virtually any platform including YouTube, TeacherTube and Schoology. This allows for further
customization on the web specifically in Edpuzzle for teachers can insert comprehension
questions throughout the video in addition to a variety of other editing options to meet learners
needs (Peters, 2014, p. 190). Moreover, the use of visual cues was very significant to the
production of this video. Note the use of highlights, circles and arrow because they help target
learners to specific areas of the screen. This strategy laser focuses cognitive efforts so that
students are not mislead to other less important features on the screen (Peters, 2014, p. 191).
Finally, animations were performed for the physical procedures since students learn these motor
skills through observations. By performing examples, specifically, students now recognize where
to plot points, how big that points should be, and how thick and long to shade. To physically
perform these operations on screen rather than just flash up images is more significant as
students hardwire this process to (Peters, 2014, p. 191).

In conclusion, this video meets Perters design principles for multimedia while also encompassing
many accessibility features. Students who are deaf or hard of hearing can gain the same
information through synchronized captions. In addition, a script with time frames is available as
well with notes of on-screen annotations. Blind students, or those with vision impairments, can
hear the audio which includes descriptions of graphing inequalities with the use of simple but
effective cues. In addition, students with ADHD or learning disabilities have control over the
pacing of this lesson as a video and can therefore fast forward, rewind and pause if breaks are
needed or if they need information reviewed again. This multimedia tool is a strong candidate to
be used when planning for a UDL classroom because of student control factors, student interests
in technology-based assignments, and it provides models for students so that they may be more
independent in their learning of graphing inequalities.

Works Cited

Peters, D. (2014). Interface Design for Learning. U.S.A.: New Riders.