A 7-Principle Model for Designing and Developing Instructional Video
Concurrent Session 9
This session will discuss a model of seven principles drawn from learning sciences and empirical evidence for designing and developing instructional videos. It will also present findings from surveys among students in an online graduate course for eight semesters on their perceptions of the effectiveness of the videos and the course.
Despite the ubiquitous use of videos in online learning and the vast literature on designing online learning, questions remain largely unanswered on how to integrate pedagogy, instruction, and production to design and develop instructional videos for effective student learning. In this study, we examine a popular online graduate course and abstract out a model of seven principles drawn from the learning sciences and empirical evidence for designing and developing instructional videos. Feedback was collected from students through surveys on their perceptions of the effectiveness of the video lessons and the course for eight semesters since the course was first offered in Fall 2014. This session shares the instructors’ experience on the design and development of the video lessons as well as the survey findings. Implications of the findings for instructional design and future research are also discussed.
After attending this session, participants will be able to
- describe the seven principles in the model proposed for designing and developing instructional videos
- discuss how the model can be applied in designing and developing videos for courses in their discipline
This session will be presented by following the outline below:
- Getting to know the audience (5 minutes): The session will start with a quick online poll through PollEverywhere among the participants about who they are and what experiences they have with designing and developing instructional videos. The information will allow both the participants and the presenters to get an idea of who the audience is. It will also help the presenters decide how to connect with the audience and how to engage them during the presentation.
- A 7-principle model for designing and developing instructional videos (15 minutes): The presenters will discuss a model that includes the following seven principles for the design and development of the video lessons for an online graduate class:
- Pedagogy Principles: learning by example, learning by doing, adaptive feedback, and learning through reflection
- Instruction Principle: four-phase instruction principle
- Production Principles: personalization principle, and multimedia principle
This model incorporates the principles drawn from the learning sciences and empirical evidence, providing guidance with a holistic approach that integrates pedagogy, instruction, and production for video design and development. The presenters will demonstrate this model by showing examples of the videos.
- Students perceptions of the effectiveness of the videos and the course (10 minutes): The presenters will share the findings of the survey conducted among students for eight semesters on their perceptions of the video effectiveness and course effectiveness. The findings include:
- students’ perceptions of the video effectiveness
- Students’ perceptions of the course effectiveness
- how the perceived video effectiveness predicts the perceived course effectiveness
- what students liked about the videos
- what changes students suggested be made to the videos
- Reflection (5 minutes): The presenters will use a 3-2-1 reflection model and ask the participants to write down their answers to the following questions:
- What are the three things you learned from this session?
- What are the two things you think you can apply?
- What is the one thing you want to learn more about?
- Q & A /Group Discussions (10 minutes): The presenter will discuss with the participants on questions they may have.