Instructional Videos Using Universal Design for Learning Guidelines, Part I: Minimizing Distractions UCCS Faculty Resource Center GIFT Session led by Ann Amicucci Sept. 22, 2022

Universal Design for Learning (UDL)

UDL is about “reducing barriers to learning”

(Rogers-Shaw et al., 2018, p. 24)

voiceover explanation

+ visual illustration

= effective learning

(Austin, 2009; Ayres & Sweller, 2014; Kalyuga & Sweller, 2014; Mayer, 2014a; Mayer & Moreno, 2003)

References

Austin, Katherine A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53, 1339–54. https://doi.org/10.1016/j.compedu.2009.06.017

Ayres, Paul, and Sweller, John. (2014). The split-attention principle in multimedia learning. In Richard E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 206–226). Cambridge University Press.

Brame, Cynthia J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), 1–6. https://doi.org/10.1187/cbe.16-03-0125

Choe, Ronny C., Scuric, Zorica, Eshkol, Ethan, Cruser, Sean, Arndt, Ava, Cox, Robert, Toma, Shannon P., Shapiro, Casey, Levis-Fitzgerald, Marc, Barnes, Greg, & Crosbie, Rachelle H. (2019). Student satisfaction and learning outcomes in asynchronous online lecture videos. CBE—Life Sciences Education, 18(4), 1–14. https://doi.org/10.1187/cbe.18-08-0171

Dockter, Jason. (2016). The problem of teaching presence in transactional theories of distance education. Computers and Composition, 40, 73–86. http://dx.doi.org/10.1016/j.compcom.2016.03.009

Guo, Philip J., Kim, Juho, & Rubin, Rob. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Mehran Sahami, Armando Fox, Marti A. Hearst, & Michelene T. H. Chi (Eds.), L@S '14: Proceedings of the First ACM Conference on Learning @ Scale Conference (pp. 41-50). Association for Computing Machinery. https://dl.acm.org/doi/10.1145/2556325.2566239

Halbritter, Bump. (2013). Mics, cameras, symbolic action: Audio-visual rhetoric for writing teachers. Parlor Press.

Hidalgo, Alexandra. (2017). Cámara retórica: A feminist filmmaking methodology. Computers and Composition Digital Press and Utah State University Press. https://ccdigitalpress.org/book/camara/

Hughes, Christopher, Costley, Jamie, & Lange, Christopher. (2019). The effects of multimedia video lectures on extraneous load. Distance Education, 40(1), 54–75. https://doi.org/10.1080/01587919.2018.1553559

Kalyuga, Slava, & Sweller, John. (2014). The redundancy principle in multimedia learning. In Richard E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 247–262). Cambridge University Press.

Kizilcec, René, Bailenson, Jeremy N., & Gomez, Charles J. (2015). The instructor’s face in video instruction: Evidence from two large-scale field studies. Journal of Educational Psychology, 107(3), 724–739. https://psycnet.apa.org/doi/10.1037/edu0000046

Mayer, Richard E. (2014). Cognitive theory of multimedia learning. In Richard E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 43–71). Cambridge University Press.

Mayer, Richard E., & Fiorella, Logan. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In Richard E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 279–315). Cambridge University Press.

Mayer, Richard E., & Moreno, Roxana. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6

Minimize threats and distractions. (2022). UDL Guidelines. CAST, https://udlguidelines.cast.org/engagement/recruiting-interest/threats-distractions.

Paas, Fred, Renkl, Alexander, & Sweller, John. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4.

Rogers-Shaw, Carol, Carr-Chellman, Davin J., & Choi, Jinhee. (2018). Universal Design for Learning: Guidelines for accessible online instruction. Adult Learning, 29(1), 20–31. https://doi.org/10.1177/1045159517735530

The UDL guidelines. (2022). CAST, https://udlguidelines.cast.org/.

Title photo credit: Jeffrey M. Foster, UCCS