As we have explored in part I and part II of this series, there are many ways to design instructional videos. These range from simple information delivery video, to more complex scenario-based learning experiences.
In the final article of this series, I explore how to use demonstration videos as a teaching technique while also allowing learners to . . .
Instructional videos are becoming an increasingly important part of teaching and learning experiences. In part I of this series, I described ways to organize a video by focusing on the context first and then describing the concept.
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The following three-part series presents techniques for designing instructional videos that maximize learning value. Each contribution to this series will highlight one model for how you might go about designing and planning a video. Each of these models can (and should) be modified to meet your learners’ needs and teaching situations.
About . . .
Introduction to Learning Environment Design: An Open Course
In May 2016, the University of Central Oklahoma, Institute for Learning Environment Design launched an open course called Introduction to Learning Environment Design. This course is the first is a series of seven courses leading to a certification – Certified Learning Environment Architect (CLEA).
The introduction course is comprised of interactive . . .
I have personally experienced many different approaches and methods for designing online courses. These typically break down into three different categories, or orientations to design:
- Content focused
- Experience focused
- Outcomes focused
Each of these methods has their strengths and downfalls.
With content focused design, you start with the topics you want to teach and then you develop materials or activities . . .
Much of our higher education system has traditionally relied on methods for opening access to information
Our role as educators is always changing and adapting to the needs of learners
Successful learning environments use information to enhance the experience of learning
The Problem Facing Learner Engagement
One of the more common concerns I hear from educators related to design . . .