LearnHub

nelliemuller said:

Some say audio and poscasts are out and that video is the only effective means of learning. What do you prefer video or audio lessons? Why?

ruyoung said:

i prefer video for an effective means of learning because so much more can be included in video that can’t be included in audio – visual aides, mouth formations for enunciation/pronunciation, illustrations, texture, cadence, etc. r.

RLLillis said:

Well, it depends on the content. I don’t tend to like actual video of people talking, usually I’ll just keep working and listen in that case. Also, if the presenter uses slides that have only a few words in a very top-level outline, I’ll just listen to the audio. But if I’m being taught something like graphic design, computer programming, software, etc, I do need visual aides where I see people doing layout, working the software, and changing code. It all depends on exactly what is being conveyed. I hate video for videos sake, If it can by done in just audio, it should be. Make sure if you add the bandwidth for video that it’s worth it and people will gain by watching it.

mawstools said:

I tend to have the same experience with my own learning that RLLillis described here. But then, that’s MY experience as a learner and I don’t think it’s wise to generalize this to all learners. I’m a little impatient about getting to the “meat” of something… and I notice that many younger learners are more interested in being “delighted” by content than I am. Maybe that’s because of the way I was taught to learn so long ago…

This is a great question…and one that needs to be researched in labs with learners of all ages, I think.

RLLillis said:

I agree that research is needed. In the newspaper industry they’ve done research using eyetrack. It shows what a person looks at first, how long they look there, etc. If this research could be expanded to a teaching interface to see how different demographics interact with their learning envirmonment, it would be perfect. http://eyetrack.poynter.org/

My experience is with higher education. I can not speak to what is needed for K-12 or how the react to different technologies at all.

nelliemuller said:

RLLillis, Can you share your experiences with audio and video in higher education? Much appreciated. Nellie

nelliemuller said:

You may find the following resource on iPods in education of interest.

tomlearningguy said:

Regarding research on the inclusion of audio, text, and graphics/video in instruction, Richard Mayer and Ruth Colvin Clark have written a thoughtful, practical (in my opinion) book called e-Learning and the Science of Instruction. In the book, Mayer and Clark provide a research-based framework for deciding which media elements to include in your instructional design based on the properties of the elements, how those elements relate to each other and to content/goals of the instruction. Here’s the full reference for the 2nd edition:

Clark, R., & Mayer, R. (2007). E-Learning and the Science of Instruction. San Diego: Pfeiffer.

Also, Dr. Ruth :-) has written a new book called The New Virtual Classroom: Evidence-based Guidelines for Synchronous e-Learning that seems especially relevant to this discussion and to Learnhub. I’ve not read it yet; however, in my experience, Ruth designs her courses and books with the learner at the center, using plenty of practical worked examples. Here’s a link to her website and to a description of the book: http://www.clarktraining.com/bookstore.php.

Cheers!

Tom

nelliemuller said:

Hi Tom,

Thank you for sharing. I just ordered Clark and Mayer’s book from Amazon. I am glad researchers are taking an interest in studying cognitive overload and multimedia instruction. I found an excellent study by Wiebe and Annetta (2008) on eye tracking and cognitive overload.

Wiebe, E., & Annetta, L. (2008). Influences on visual attentional distribution in multimedia instruction. Journal of Educational Multimedia and Hypermedia, 17(2), 259-277.

tomlearningguy said:

You’re welcome. Thanks for the resource, Nellie! I’ll check out the article. Best, Tom

rtheriault said:

I started audio podcasts 2 years ago. Obviously it’s not as robust as video, but my students love it and always ask for the podcasts. When I started, I remember one student in particular who was quiet and sat at the back of the class. Mid way through the semester we had a reading week and when he returned he began participating in class like never before and his answers were textbook perfect. When I asked him if he had spent a lot of time during the week studying, his response was “no, not exactly”. It turns out that he worked at a factory for the week to earn a little extra money and while working he listened to the podcasts every day. This is when I knew I was onto something good. I have another student who drives 2 1/2 hours to get to class and he listens while he drives. I cautioned him about the risks of falling asleep while listening to my voice but so far, so good. lol

cheers

rtheriault said:

Students podcasting! Oh, I wanted to add….I recently gave my paramedic students an audio assignment where they had to record a couple of medical reports (the kind they would give to a physician or nurse when they arrive with a patient at the hospital.

It worked out quite well. The students recorded their reports using either the Windows record function of a free downloadable recorderand sent the mp3 files by e-mail or wav files on a disc. Each report was approximately 2 minutes long and I had to listen to each report 2-3 times to make notes about the key areas, but overall it wasn’t a very time consuming process. I created a rubric to evaluate and score the reports based on content, proper use of medical language, length and flow and overall impression.

I know that many of the students wrote their notes down and read them (I could hear paper shuffling in the background on some recordings) and I know that most of them recorded their reports several times before submitting the final product. To me, that’s even better than I had hoped for because the learning that goes into writing it down, rearranging it into the right sequence and then verbally rehearsing it is the best learning I could have hoped for.

I have been trying to persuade my college to adopt iTunes U and I am just waiting to hear about a decision.

cheers Rob T

nelliemuller said:

Rob,

I am so intrigued by your positive experiences with podcasts. Would you like to present your work tomorrow at the live wiziq session or next week?

rtheriault said:

Thanks Nellie. I am honored by your invitation. I have a meeting tomorrow but if you let me know the time of next week’s session and will check my calendar. Rob T

nelliemuller said in response to:

Rob,

The next session is scheduled for April 24 at 9 PM Jerusalem time.

You may need a time converter

If you wish to use a PowerPoint please send it to me so I can add it to the WiZiQ session.

Thank you.

Nellie

rtheriault said:

I am afraid I can’t do the 24th either. Let me know when the next one is schedule and we’ll try again. Thanks! Rob T

nelliemuller said:

The next one is scheduled for May 5.

rtheriault said:

May 5th should be good, assuming it’s at the same time (2pm EST) or 9m in Jerusalem. I think that’s the correct time conversion?

nelliemuller said:

Yes, those are the correct times, Rob. You can join the session right now.

rtheriault said:

I am at WiZiQ now (I have a membership), but I’m not sure how to find the session?

nelliemuller said:

Did you sign up as Rob Theriault?

rtheriault said:

I think so…or rtheriault

rtheriault said:

I accepted the invitation…now what? lol