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.

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Presentation transcript:

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

Why Video? New Developments

Why Video? Theoretical Background Cognitive Psychology (1960’s Piaget, Bruner) Cognitive Learning Theory (1970’s Pavio, Sweller) Multimedia Learning Theory (1990’s Mayer, Clark)

Why Video? Theoretical Background Dual Coding Theory Visual System responsible for spatial information and images Verbal system for processing written and spoken text Cognitive Load Working memory has limited capacity

Why Video? Theoretical Background 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) Redundancy Principle: Students learn better from animation and narration than from animation, narration, and on-screen text. (Mayer, 2001) 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) Personalization Principle: Students learn better when the words are in conversational style rather than formal style. (Mayer, Clark, 2003)

Why Video?Theoretical Background 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) Animations (including videos) seem to be especially effective for acquiring procedural knowledge ) 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

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 Specialist for Technical Services

Some Initial Results: Student Workers

Videos Produced for Technical Services

Next Steps: Video Training Evaluation Comparison of Three Different Types of Training Book processing videos used with new student workers and explanation/introduction by supervisor. One-on-one training in book processing without the video. Letting the students use the video without explanation but students can ask questions.

Methodology Students and supervisor would both answer survey questions. Supervisor Questions Were there fewer questions about the book processing tasks from the students watching the video compared to students not watching the video? Was there less time spent in training the student workers who used the book processing video? Student Questions Did you use this tutorial to help you in your job more than once? Did you review this tutorial when you had a question about your work? Next Steps: Video Training Evaluation

Next Steps: Camera Evaluation Specs. 120 min recording time 4 GB MAC and PC compatible Built in Software No Flash Card Less than $200 Great sound and video quality Flip Ultra Camcorders

References Clark, R. C., & Mayer, R. E. (2003). E-Learning and the Science of Instruction,San Francisco: Jossey-Bass. Hoffler, N., & Leutner, D. (2007) Instructional animation versus static pictures: A meta-analysis Learning and Instruction 17, p Mayer, R. E. (2001). Multimedia Learning, New York: Cambridge University Press.