Video Training  of  Student Workers in an Academic  Library An Exploration of the Issues Related to Video Training of Stud...
Why Video? New Developments <ul><ul><li>Student Workers </li></ul></ul><ul><ul><li>Change in student culture </li></ul></u...
Why Video?  Theoretical Background Cognitive Psychology (1960’s  Piaget, Bruner)  Cognitive Learning Theory (1970’s Pavio,...
Why Video? Theoretical Background <ul><ul><li>Dual Coding Theory </li></ul></ul><ul><ul><ul><li>Visual System responsible ...
Why Video? Theoretical Background <ul><li>People learn better when multimedia messages are designed in ways that are consi...
Why Video?Theoretical Background <ul><li>People learn better when multimedia messages are designed in ways that are consis...
Research Goals
Digital Video Production Process 1. Planning  2. Scriptwriting  3. Storyboarding 5. Digital Editing 4. Shooting
Software Used
Screenwriting Script
Storyboard Software
Camera Shots Defined(Stroyboard
Camera Shots  Close Up  Use this  Do not Use this
Videos Produced 1. Videos  Produced by  Student Workers  for  Student Workers  2. Videos  Produced by  Training  Specialis...
Some Initial Results: Student Workers
Videos Produced for Technical Services
Videos Produced for Technical Services
Next Steps: Video Training Evaluation  <ul><ul><li>Comparison of  Three Different  Types of  Training  </li></ul></ul><ul>...
<ul><li>Methodology    Students and supervisor would both answer survey questions.   Supervisor Questions </li></ul><ul><u...
Next Steps: Camera  Evaluation  <ul><li>Specs. </li></ul><ul><li>120 min recording time </li></ul><ul><li>4 GB  </li></ul>...
References <ul><li>Clark, R. C., & Mayer, R. E. (2003).  E-Learning and the Science of Instruction , San Francisco: Jossey...
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  • Libraries have relied heavily on student workers to accomplish routine tasks. The change in student culture has also created an environment where students have different expectations Technological advances.have led to the production of low cost editing and distribution tools for videos The widespread popularity of videos in the student population.
  • In accord with limited-capacity assumption working memory is limited in the amount of knowledge it can process at one time, so that only a few images can be held in the visual channel of working memory and only a few sounds can be held in the auditory channel of working memory. P45
  • Investigate the techniques of producing video for training students in a low budget environment such as a library. Investigate the best low cost software and equipment to use for video editing and production. Investigate the best low cost software and equipment to use for video editing and production. Investigate training techniques to train student workers to produce videos using storyboard software and video editing software. Investigate the time savings from producing instructional videos to train student workers. Evaluate video editing software as well as software that could be used to produce different video formats. Develop guidelines for producing good quality audio and video. Implement a wiki about the resources and techniques tested during the research period for LIBRAS member institutions.
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  • Librasvideonew

    1. 1. Video Training of Student Workers in an Academic Library An Exploration of the Issues Related to Video Training of Student Workers in an Academic Library <ul><ul><li>A LIBRAS Funded Grant Presentation by Mary Carrington </li></ul></ul><ul><ul><li>Buswell Memorial Library </li></ul></ul><ul><ul><li>Wheaton College. </li></ul></ul>
    2. 2. Why Video? New Developments <ul><ul><li>Student Workers </li></ul></ul><ul><ul><li>Change in student culture </li></ul></ul><ul><ul><li>Technological advances </li></ul></ul><ul><ul><li>Popularity of videos. </li></ul></ul>
    3. 3. Why Video? Theoretical Background Cognitive Psychology (1960’s Piaget, Bruner) Cognitive Learning Theory (1970’s Pavio, Sweller) Multimedia Learning Theory (1990’s Mayer, Clark)
    4. 4. Why Video? Theoretical Background <ul><ul><li>Dual Coding Theory </li></ul></ul><ul><ul><ul><li>Visual System responsible for spatial information and images </li></ul></ul></ul><ul><ul><ul><li>Verbal system for processing written and spoken text </li></ul></ul></ul><ul><ul><li>Cognitive Load </li></ul></ul><ul><ul><ul><li>Working memory has limited capacity </li></ul></ul></ul>
    5. 5. Why Video? Theoretical Background <ul><li>People learn better when multimedia messages are designed in ways that are consistent with how the human mind works and with research-based principles. ( Mayer, 2001) </li></ul><ul><li>Redundancy Principle: Students learn better from animation and narration than from animation, narration, and on-screen text . (Mayer, 2001) </li></ul><ul><ul><li>When you explain visuals with words in text, you overload the visual centers of working memory. When you explain visuals with words in audio, you balance your data between the two working memory sub-systems, thereby maximizing the limited capacity of working memory. (Clark, 2007) </li></ul></ul><ul><li>Personalization Principle: Students learn better when the words are in conversational style rather than formal style. (Mayer, Clark, 2003) </li></ul>
    6. 6. Why Video?Theoretical Background <ul><li>People learn better when multimedia messages are designed in ways that are consistent with how the human mind works and with research-based principles. ( Mayer, 2001) </li></ul><ul><li>Animations (including videos) seem to be especially effective for acquiring procedural knowledge ) </li></ul><ul><ul><li>Hoffler and Leutner (2007) in a 76 pair-wise comparisons of dynamic and static visualizations, concluded that animations (including videos) are better for acquiring procedural-motor knowledge </li></ul></ul>
    7. 7. Research Goals
    8. 8. Digital Video Production Process 1. Planning 2. Scriptwriting 3. Storyboarding 5. Digital Editing 4. Shooting
    9. 9. Software Used
    10. 10. Screenwriting Script
    11. 11. Storyboard Software
    12. 12. Camera Shots Defined(Stroyboard
    13. 13. Camera Shots Close Up Use this Do not Use this
    14. 14. Videos Produced 1. Videos Produced by Student Workers for Student Workers 2. Videos Produced by Training Specialist for Technical Services
    15. 15. Some Initial Results: Student Workers
    16. 16. Videos Produced for Technical Services
    17. 17. Videos Produced for Technical Services
    18. 18. Next Steps: Video Training Evaluation <ul><ul><li>Comparison of Three Different Types of Training </li></ul></ul><ul><li>Book processing videos used with new student workers and explanation/introduction by supervisor. </li></ul><ul><li>One-on-one training in book processing without the video. </li></ul><ul><li>Letting the students use the video without explanation but students can ask questions . </li></ul>
    19. 19. <ul><li>Methodology Students and supervisor would both answer survey questions. Supervisor Questions </li></ul><ul><ul><li>Were there fewer questions about the book processing tasks from the students watching the video compared to students not watching the video? </li></ul></ul><ul><ul><li>Was there less time spent in training the student workers who used the book processing video? Student Questions </li></ul></ul><ul><ul><li>Did you use this tutorial to help you in your job more than once? </li></ul></ul><ul><ul><li>Did you review this tutorial when you had a question about your work? </li></ul></ul>Next Steps: Video Training Evaluation
    20. 20. Next Steps: Camera Evaluation <ul><li>Specs. </li></ul><ul><li>120 min recording time </li></ul><ul><li>4 GB </li></ul><ul><li>MAC and PC compatible </li></ul><ul><li>Built in Software </li></ul><ul><li>No Flash Card </li></ul><ul><li>Less than $200 </li></ul><ul><li>Great sound and video quality </li></ul>Flip Ultra Camcorders
    21. 21. References <ul><li>Clark, R. C., & Mayer, R. E. (2003). E-Learning and the Science of Instruction , San Francisco: Jossey-Bass. </li></ul><ul><li>Hoffler, N., & Leutner, D. (2007) Instructional animation versus static pictures: A meta-analysis Learning and Instruction 17, p. 722-738. </li></ul><ul><li>Mayer, R. E. (2001). Multimedia Learning, New York: Cambridge University Press. </li></ul>

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