1. Learning with Emerging
Technologies: Theory and Practice
Cathy Mocibob Marian Read
Module 5
Assignment 5.4
TOPIC: Module 3 - Visual and Video Ways to
Attract, Engage, & Support Different Learners
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Case Study – New Hire Orientation
• Who are our learners?
• What is our learning environment?
• What is our case study?
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Assignment 5.4
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Visual Thinking & Visual Learning
“Visual thinking is a learning style where the learner
better understands and retains information when
ideas, words and concepts are associated with
images” (Inspiration).
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Assignment 5.4
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Learning Styles
• Learners learn differently and have preferences
based on their needs: Visual, Auditory,
Kinesthetic.
• A blended learning environment would allow
learners to determine their own individual
preferences.
Engagement
Motivation
Collaboration
Critical Thinking Problem Solving
Interactivity
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Focus on the Case Study
The new hire orientation program consists of
multiple learning activities including:
• Series of new hire eLearning courses
• eLearning courses focused specifically on safety
and compliance
• Instructor-led 3 day program
• Web-based simulations
• Interactive online exercises with other employees
• Hands-on learning activities
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Assignment 5.4
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Attracting Adult Learners
• Emerging technologies in the classroom
• Control over own learning experience
• Interactivity and collaboration
• Problem solving and critical thinking
• Ability to incorporate pre-existing knowledge
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Focus on the Case Study
Since we are focusing on adult learners, we
incorporate emerging technology into our blended
learning environment.
• Blogs
• Videos/Podcasts
• Synchronous and asynchronous web based
training
• Simulations/game-based learning
• Interactions
• Hands-on activities
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Assignment 5.4
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Web-Based & Simulated Learning
“Technology allows the learning to be personalized
according to the individualized needs of each
student” (Shepherd, 2011).
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Immersive, Situated Learning
• “Immersion is “being there,” the subjective
impression that one is in a real place” (Slator,
2009). (Dede, Page 7)
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Focus on the Case Study
The new hire orientation program consists of training
in the areas of:
• Safety
• Sales
• Product Knowledge
• Systems/technology
• Ethics and compliance
• Leadership
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Assignment 5.4
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What to consider when making
videos?
Audience (who and
what is it for)
Camera angle
Voice (inflection, tone...)
Image/screen share
• Music
• Ambiance
• Tools (which and how
many tools?)
• Length
• Timing
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Effective Learning Videos
• Material is chunked – step by step
• Attention-drawing graphics
• Animations
• Provide meaningful examples
• Zoom in on details
• Provide titles
• Include closed captioning
• Dramatize events and concepts
• Appeal to the emotions, use humour
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Assignment 5.4
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Principles for Making Videos
• Through videos you are reaching one-to-one
• Be friendly and conversational
• Good eye contact
• Audio, audio, audio
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Assignment 5.4
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What Does the Research Say?
• Findings of study of 6.9 million video watching
sessions for edX courses:
• Best received videos are:
– Short - 3-7 minutes
– Informal talking heads
– Khan-style tablet drawings
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Focus on the Case Study
Within the blended learning environment, we offer
learners access to safety videos demonstrating best
practices and safety protocol. Videos are:
• 3-5 minutes long
• Topic-specific
• Available to all – not just new hires
• Delivered by live “instructor”
• Relatable
• On location
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Struggles & Challenges
Use of Visual and Video offers challenges:
• Dependent on availability of technology
• Learning curve
• Support for new technology
• Cost
• Adoption by learners
• “Part” of blended learning environment
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Summary – Where Does it Fit?
Through the use of video in
a blended learning
environment, learners are
able to successfully learn
through the use of speech,
sound, and demonstration.
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Assignment 5.4
Blended
Learning
Video
Assessment
Simulation
Instructor-
led
eLearning
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Examples
Below are links to videos on the topic of blended learning:
• https://www.youtube.com/watch?v=KD8AUfGsCKg
• https://www.youtube.com/watch?v=KD8AUfGsCKg
• https://www.youtube.com/watch?v=KD8AUfGsCKg
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References
Akkoyunlu & Soylu. (2008). A Study of Student's Perceptions in a Blended Learning Environment Based on
Different Learning Styles. Journal of Educational Technology & Society. Jan2008, Vol. 11 Issue 1, p183-193. 11p. Retreived
March 2, 2015. http://eds.a.ebscohost.com.library.esc.edu/eds/detail/detail?vid=3&sid=8bfae640-8519-4c24-bbb1-
7f5ad7eff738%40sessionmgr4005&hid=4203&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=a9h&AN=31309513
American Institute for Learning and Human Development. Multiple Intelligences. Retrieved March 3, 2015.
http://www.institute4learning.com/multiple_intelligences.php
Beckem II, John M. & Watkins, Michael. Bringing Life to Learning: Immersive Experiential Learning Simulations for Online
and Blended Courses. Journal of Asynchronous Learning Networks; Oct2012, Vol. 16 Issue 5, p61-70, 10p, 2 Graphs.
http://eds.a.ebscohost.com.library.esc.edu/eds/detail/detail?vid=1&sid=a0ca5187-0bdf-419d-8d33-
f2bfb67ae525%40sessionmgr4002&hid=4105&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=eue&AN=85644669. Retrieved
February 19, 2015.
Inspiration Software Inc. What is Visual Thinking and Visual Learning? Retrieved March 2, 2015.
http://www.inspiration.com/visual-learning.
Cruse, E. (2007). Using Educational Video in the Classroom Theory, Research and Practice. Practice, 1-24. Retrieved from
http://www.safarimontage.com/pdfs/training/usingeducationalvideointheclassroom.pdf
Dede, C, Interweaving Assessments Into Immersive Authentic Simulations: Design Strategies for Diagnostic and
Instructional Insights, The Center for K–12 Assessment & Performance, 2012.
Edx. (n.d.). edX101 Overview of Creating an edX Course [Webpage]. Retrieved on 25 March 2015
fromhttps://courses.edx.org/courses/edX/edX101/2014/courseware/c2a1714627a945afaceabdfb651088cf/9dd6e5fdf64b49a8
9feac208ab544760/
http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf
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References (continued)
Guo, P., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos.
Proceedings of the First ACM Conference on Learning @ scale conference. Retrieved from
National Research Council (2000). How People Brain, Mind, Experience, and School. Retrieved March 25, 2015.
http://www.nap.edu/catalog/9853.html.
Malone, S. Characteristics of Adult Learners. Training & Development. Dec 2014. Vol. 41 Issue 6, p10-13. 4p.Retrieved
March 4, 2015. http://eds.a.ebscohost.com.library.esc.edu/eds/pdfviewer/pdfviewer?sid=37a715e9-1fce-4cd6-9cad-
959a59c4ca05%40sessionmgr4004&vid=10&hid=4203.
Mestre, J. (2002). Transfer of learning: Issues and a research agenda. Arlington, VA: National Science Foundation.
Shepherd, Carol, M. & Alpert, Madelon. NURTURING THE DIGITAL NATIVES: EFFECTIVE ONLINE TEACHING
DISPOSITIONS. eLearning & Software for Education; 2011. Retrieved March 18, 2015.
http://eds.a.ebscohost.com.library.esc.edu/eds/detail/detail?vid=6&sid=06f7eaad-fac2-42b4-83da-
a344c53244ed%40sessionmgr4002&hid=4203&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=eue&AN=64924623
Veletsianos, G. (2010). A definition of emerging technologies for education. In G. Veletsianos (Ed.), Emerging technologies
in distance education. Athabasca, AB: Athabasca University Press.
Wade, Francis, ASTD, “Learners of Time Management Need to Be Taught Metacognitive Skills”, April, 2013,
https://www.td.org/Publications/Blogs/L-and-D-Blog/2013/04/Learners-of-Time-Management-Need-to-Be-Taught-
Metacognitive-Skills?cm_mmc=bronto-_-email-_-marketing-_-zs-2013.05.24-highereducation-newsletter-faculty-
may&email=codarin%40gmail.com&utm_medium=email&utm_source=bronto&utm_campaign=zs-2013.05.24-
highereducation-newsletter-faculty-may, retrieved 2/3/15.
Module 5
Assignment 5.4
