This document discusses what makes a good educational film and why they are important. It begins by quoting the founding president of Stanford University in 1919 who said educational motion pictures would mean "vividness where vagueness has reigned". It then discusses cognitive learning theories like long term memory, working memory, schemas and cognitive load theory that inform how educational videos should be designed. Specifically, it discusses Mayer's theory of multimedia learning which says videos should reduce extraneous processing, manage essential processing and foster generative processing. It provides some examples of techniques to achieve this like signaling important information, segmenting content into chunks, and weeding out extraneous information. The document references several experts in the field of educational video design.

1. Educational Film:
What makes a good one and
why should we care?

2. 1
Brian Landrigan b.landrigan@unsw.edu.au @Brian_UNSW mediaUcreate

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Founding President of Stanford University – 1919
“The educational motion picture means a
revolution in pedagogy. It means vividness
where vagueness has reigned”

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Internet Internet.

5. Research
4

6. 5
UNSW Sydney

7. 6
UNSW Sydney

8. 7

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Long Term Memory
Working Memory
Schemas
Cognitive Load Theory

10. 9
Long Term Memory
Working Memory
Schemas
Cognitive Load Theory

11. 10
Theory of
Multimedia
Learning
Limited Capacity
Dual Channels
Active Processing

12. 11
Theory of
Multimedia
Learning
Reduce Extraneous Processing
Manage Essential Processing
Foster Generative Processing

13. 12
Theory of
Multimedia
Learning
Brame, C.J. (2015). Effective
educational videos.
Retrieved from
http://cft.vanderbilt.edu/guide
s-sub-pages/effective-
educational-videos/
Process Examples
Signaling: Highlighting
important Information
Keywords on screen highlighting important
elements
Changes in colour contrast to emphasise
organisation of information
Segmenting: Chunking the
information
Short Videos <6mins
Chapters or click-forward questions within
videos
Weeding: Eliminating
extraneous information
Eliminating music
Eliminating Complex backgrounds
Matching Modality: Using the
auditory and visual channels to
convey complementary
information
Khan-style tutorial videos that illustrate
and explain phenomena
Narrated animations

14. Jack Koumi
13
Koumi, J. (2015). Learning outcomes afforded by self-assessed,
segmented video–print combinations.
http://bit.ly/2F5BivD
A framework of pedagogic design principles
for each chapter of the video story.
Jack Koumi worked for the
BBC Open University for 22
years, producing audio,
video and multimedia in
mathematics, science,
teacher training and media
design.

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Potent pedagogic roles for video: techniques and teaching
functions enabling learning.

16. Tony Bates
Visiting Professor of
The G. Raymond Chang
School of Continuing
Education,
Ryerson University,
Toronto, Canada
15
Seeking the unique pedagogical
characteristics of video
http://bit.ly/2Fkgxvh

17. Greg Winslett
Dr Greg Winslett
Director, Teaching and
Learning, UNE
16
What counts as educational video?: Working toward
best practice alignment between video production
approaches and outcomes.
http://bit.ly/2I4akCu

18. 17
Hansch, A., Mcconachie, K., Schmidt, P., Hillers, L., Newman, C., & Schildhauer, T. (2015).
The Role of Video in Online Learning: Findings From the Field and Critical Reflections.
Retrieved from http://www.hiig.de/wp-content/uploads/2015/02/TopMOOC_Final-Paper.pdf

19. Robert Parker
Postgraduate Educational
Developer,
Faculty of Medicine
18

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http://bit.ly/2FwryGF
Educational Video Evaluation Checklist

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Thoughts?