Are you looking for principles for creating videos and other learning materials? Before the summer I organized a meetup about interactive video in the Netherlands (with interactive video the viewer can, for example, answer questions or choose what he / ...

Click here to read this mailing online.

Your email updates, powered by FeedBlitz

 
Here is a sample subscription for you. Click here to start your FREE subscription


"The new social learning blog" - 5 new articles

  1. How to develop effective multimedia for learning? The 10 principles of Richard Mayer
  2. Organizations: keep an eye on your high speed learners
  3. Tool of the month: interactive video
  4. Meet Beau, a reflection chatbot
  5. Using personas in design of online and blended learning
  6. More Recent Articles

How to develop effective multimedia for learning? The 10 principles of Richard Mayer

Are you looking for principles for creating videos and other learning materials? Before the summer I organized a meetup about interactive video in the Netherlands (with interactive video the viewer can, for example, answer questions or choose what he / she will continue with). It was really an eye-opener for me. In any case, multimedia like video, animations and infographics are becoming increasingly important in online learning and you have to dive into it when you design online learning. But what is a really good video? I often get the question how long a video can be, but of course it's not about the length but about the content. Mayer has developed 10 principles for multimedia learning.


I read the book Multimedia Learning van Richard E. Mayer. The book is entirely based on research and therefore is a slightly boring read, but has a solid basis. I have the crazy habit of reading all books from cover to cover and have therefore read it all. I think you can summarize the practical lessons in one blog post, so you are lucky :). My advice is to read this blog post and not the entire book.

Mayer defines multimedia learning as presenting material in both word and image for the purpose of learning. What I liked a lot is the distinction between:
  • No learning (nothing is withheld from it)
  • Rote learning (people remember but cannot apply it)
  • Meaningful learning (remember and apply)
The goal is hence to facilitate meaningful learning by developing multimedia material. He highlights important principles, all supported by research. I will explain the principles here. After that I will explain that one principle does not work in the context of intercultural trajectories.

The 10 principles of Richard Mayer

Principle 1. The coherence principle The coherence principle states that people learn better when interesting but less relevant words or pictures are taken away from a presentation. Less is more actually. This also applies to background music.

Principle 2. The signaling principle People learn better from multimedia if you help guide the attention of the learner. This can be through the use of arrows, colors, or an element that will be placed under a magnifying glass. I immediately applied this principle to video interviews I was working on by adding the most important words here with text. In my opinion, this is not in contradiction to the following principle:

Principle 3. The redundancy principle This principle means that you should not offer the same text in words and audio: that would be redundant. There is evidence from research: participants who saw pictures and a heard an explanation scored better than participants who received the same pictures and story but also had the explanation written in text. For video this simply means that you should not subtitle with the same text as voice.

Principle 4. The spatial contiguity principle People learn more easily when the accompanying words and images are close to each other. We are just lazy people and would prefer to be offered everything on a silver platter :). We don't like to search for the explanation.

Principle 5. The temporal contiguity principle And this also applies to time. It is more convenient to see the pictures about the origin of a storm at the same time when a voice explains it, instead of first seeing the pictures and then the explanation (or vice versa). This explains the success of animation and other instructional videos.

Principle 6. The segmenting principle Multimedia learning is more effective when the material is divided into different segments and learners have control over following the steps. This is often the case with interactive video, but can also simply be done by dividing a 15-minute video into 3-4 videos which allows people to choose when they continue with the next one. Here, of course, we see the power of interactive video. Although you may also argue that a good question in a video has a signal function.

Principle 7: The pre-training principle People are better able to learn from multimedia when they already know the most important concepts. We applied this, for example, by ensuring that before a client SPOC (Small Private Online Course) starts, the participants can go through an e-learning with the basic knowledge. This means that everyone is aware of the most important concepts and we can go into depth during the SPOC.

Principle 8: The modality principle People learn deeper from images combined with spoken word than from images and written word. This means that spoken explanation with an animation works better than all text on the screen. Indeed I sometimes see animations with text only and I always have the feeling that it would be faster if I could simply read the text. This principle is actually just a little too logical for me: it says that you should use both eye and ear smartly, right?

Principle 9: The multimedia principle People learn better from word and image from from text only. Yes ... so visualizing helps! Fortunately but otherwise we would have to go back to uploading PDFs as online learning. Uhmmmm I really saw that once? An online course where you had to download and read around 20 different pdfs in Moodle ...

Principle 10: The personalization principe I find the personalizing principle the most sympathetic somehow. It says that people learn better when a conversational style is used instead of a formal style. This has always been a basic principle in our courses: make it personal and engage in an online conversation. Mayer translates it as: in spoken text in an animation use direct speech: you, your. Furthermore, a friendly voice helps. Good to know: research shows that the face of the speaker (eg with a screencast) does not automatically help for better understanding. This would help only if the face contains relevant information, for example due to facial expressions.

Which principle does not apply in an intercultural context?

Yes, what do you think? It's the redundancy principle. I experienced an exception to this rule which makes sense to me. After reading the book, I immediately wanted to apply my knowledge to a video interview, so I had an argument not to subtitle the video in the same language as the interview (English). However, it is an intercultural context, with many non-native English speakers. It appears that in this case people really like literal subtitles, because the accents are not always easy to understand. After seeing the video with subtitles, I got more out of it myself, although I'm quite used to different accents in English. That brings me to the boundary conditions.

The boundary conditions. When do the principles apply? 

In each chapter there is a discussion of the 'boundary conditions'. These are the circumstances in which the principle applies. For example, you can deduce from the examples in the book that a lot of research has been done using instructional materials. The example of explaining the occurrence of thunder and lightning is widely used. Many of the principles apply most strongly to inexperienced participants and complex material. I think this is something to keep in mind, for example, more experienced learners can handle more superfluous information.

So for instance, for the redundancy principle the condition is that this is especially true for groups who speak the same language, as mother tongue. Mayer has not investigated whether this also applies to non-native speakers. It is therefore important to realize that there are always exceptions. Don't apply the principles too rigidly. 

Conclusion

What can you learn from Richard Mayer? You can benefit a lot from these principles if you develop learning materials on complex issues for starting learners. Provide a clear message, visualize where possible. Use voice. Avoid duplicating the same information. Make it personal and make sure learners have control over the speed to go through the material.

PS. Do you live in the Netherlands? Want to learn about multimedia? Participate in onze eigen leergang over blended leren
    

Organizations: keep an eye on your high speed learners

A participant during my master class on learning of the future shares: "I was learning a lot through the online world and would be at the cutting-edge in my field, this learning was logical part of my work as recruiter. Now I have a new job and it is not a logical part of my function. I don't have the time anymore to be active online. I see that I am no longer aware of all the new developments in my field". You will not get better proof of the power of online, informal learning. And at the same time it shows what the biggest bottleneck is: organizations do not have an eye for self-learning professionals and do not facilitate this type of learning either. The focus is still on courses.
The masterclass started with my definition of the knowmad: "someone who learns continuously and thereby makes smart use of the online world"
The first part of the masterclass I focussed on skills for knowmads, including developing (online) identity, networking, smart use of tools and technology and application in practice: translating the online world and applying learnings. The second part I discussed the organization as a learning environment for the knowmad. Although I do know that many organizations do not actively facilitate informal learning, it was quite shocking (but interesting of course!) to hear stories from the participants.

Two important things struck me:

The big challenge for professionals is to deal with information overload: people indicated that they continuous flow of all information and via various channels (emails, apps, Linked) makes them feel bad. The consequence of this is that they withdraw from the flows and start to avoid information, get rid of Twitter and only follow what is needed (emails). This is a logical response if you start to feel bad because of the flows of information, right? The entire group felt that they had no control over the many information flows. No participant worked in an organization that supports employees to take back control over the information flows.

Organizations do not have a keen eye for inquisitive employees, the high speed learners: that is why professionals often do informal learning in the evenings. This means, for example, that someone who works in a high-tech environment and constantly keeps up to date via podcasts and youtube videos may look for the new job after a few years. To what extent has the organization benefited from this knowledge development? As long as the employee works in the organization, he or she will apply this knowledge. However, it remains personal knowledge but does not become organizational knowledge unless there is a conscious focus on collaborative learning and sharing this knowledge.


An interesting question from a participant: innovation seems to be a keyword for knowmads who learn continuously, but not everyone needs to focus on innovation? I think it's a good question and I am not sure about the answer. There is definitely a difference between functions in their focus on innovation. A high tech environment for instance will have an inherent need to innovate. Personally, I think that actually there is no single function in which innovation is not necessary.  Contexts and technology are changing. The customer also wants something 'new'. What do you think?

The slides of this master class:
 
    

Tool of the month: interactive video

This time the tool of the month is not one but no fewer than five tools. I co-organized a meetup about interactive video in the Netherlands. My own experience with interactive video had been adding questions to videos with the help of Zaption (which no longer exists) and Edpuzzle. I also experimented with Vialogues to facilitate a conversation around a video source.

However, the meetup opened up a whole new world of interactive video. It is much more than just adding a question to a video. In this blog I share the 5 tools that were central to the meetup, with examples. The examples are in Dutch, but I think you can catch the interactions. It is very nice to see what is possible and it definitely opens up your creativity.

What is interactive video?

Interactive video is a video in which the viewer can take various actions. Hence it gives more room for engagement and personalization. The viewer can click for more information, answer a question or make a choice. With his action, he determines the course of the film: a different order, or a question appears to answer. What I learned during the meetup is that it is useful to distinguish between Three types of interaction:

  1. navigation - a viewer chooses the path him or herself
  2. questions - speak for themselves
  3. hotspots -you can add information in text or video

Tooling: een overzicht van 5 tools

We have looked at 5 different tools. Listed from simpel to more complex (or advanced) to work with:
Behalve H5P zijn het allemaal tools van Nederlandse grond!

H5P

H5P is an open source program that you can use for free. You can upload your own video and make it interactive. Create an account, choose ‘interactive video’ and upload your own video (max. 16 MB). You can add questions and polls, and additional information via hotspots. You can also use H5P directly from Moodle and Wordpress if you have installed the plug-in. Here you see an example video made by Göran Kattenberg from Kattenberg Learning Innovation Consulting and The Blended Group.
H5P is actually a 'suite' of tools with which you can create learning activities with and without interactions that you embed in a learning environment. The newest is 'branching scenario'. With that you glue videos together with interactive branches.
  • Cost: Free
  • Difficulty: *
  • Basic layer: can be video from YouTube or your own upload
  • Hosting: Your video is on H5P (or on Moodle / Wordpress if you use the plug-in) but you can embed it on other sites
  • Interesting because: it is free and therefore a great way to start interactive video

Hihaho

Hihaho is a very simple program that you can get started with right away, you don't need any special video editing or other experience. You can create a free account and then click on + new Hihaho and then you can import a video from for example Youtube or Vimeo. Then, you can start to add your interactions via 'Enrich', for example a jump, a question or a break. As an example, an instructional video that was recorded with a smartphone. There are a number of questions. 



  • Cost: 10 videos and 100 viewers for free. Then from 19 euros / month
  • Difficulty: *
  • Basic layer: from YouTube, Vimeo, JWPlayer or Kaltura but also Media site, Blue Billywig and own upload
  • Hosting: Your video remains hosted at the location of the base layer. You could see it as HiHaHo putting an interactive layer over your video. Both layers are merged into a link, embed code, Scorm package or xAPI. HiHaHo videos are used a lot in learning environments. By using SCORM or xAPI, results in the video also become visible in the LMS.
  • Interesting because: it is a very easy program. There is almost no learning curve, you can get started right away.


Explorit

Explorit allows you to add questions to your video and also provide feedback to the viewer. You can import from Youtube, Vimeo but also from Blue Billywig. You can export the edited video again via a full export, or you can also embed it on your own site or, for example, in Moodle. It is fairly intuitive to learn. Clients with an enterprise account receive 4 hours of training and can then get to work. View an example below about the provincial and water board elections. The Provincial election part is mainly based on interactive video, the Water Board election part is based on interactive images.
  • Costs: Basic account 25 euros / month, Professional account 125 euros / month
  • Difficulty: **
  • Basic layer: not only a video, but also an image is possible as a base layer. Video must be on YouTube; soon a video from Vimeo can also be linked
  • Hosting: You can either export your video as html or use it directly from the site.
  • Interesting because: you can also add feedback to questions and you can also make interactive pictures

Ivory Studio

Ivory studio describes itself as 'the online editor for interactive video' and that is actually a very good name. It is very similar to video editing programs such as Imovie or Windows Moviemaker. It is widely used by filmmakers. You can also do more with Ivory Studio than with the aforementioned tools, such as uploading your own media, adding different videos, choosing from 5 different interactions. Last but not least you can personalize by linking to databases. An example: a company that does DNA analysis for babies sends the parents a personalized result. Parents of babies with blue eyes receive a different video than parents of babies with brown eyes. View the example below to get an idea.
  • Costs: 1 video for free, then flexible prices, eg 65 euros / month for 5 videos
  • Difficulty: ****
  • Basic layer: own video
  • Hosting: Your video runs on the Ivory Studio player
  • Interesting because: you have many options and can personalize using data sets

Blue BillyWig

Blue Billywig is also both a hosting platform and an editor for interactive videos with which you can do a lot and have a lot of options. It is used for marketing but also for e-learning modules. You can  use 360-degree videos, personalize and ask questions.
  • Costs: on request
  • Difficulty: ****
  • Basic layer: own video
  • Hosting: Blue Billywig is the hosting platform
  • Interesting because: you have many options, you can personalize and you can use 360-degree videos

Conclusion

There is a whole world of interactive video tools and toys to explore. You can use the easier tools yourself to get the viewer to think for a moment. At Ivory Studio and Blue Billywig you really have to dive into the tool, but then you can produce wonderful material. These tools are much more like an editing program. In addition, it can be an entire project to make an interactive video, devising the storyboard, filming the various scenarios and compiling. The options are endless.
    

Meet Beau, a reflection chatbot

Working in a small group to design a blended training I felt very annoyed. I had the feeling we were investing too much energy in defining the goals and was worried that the team was not going in the right direction. Usually I can put my finger on what we need to do, but this time I did not know exactly where it had gone wrong. I decided to use our own "Beau the reflection chatbot". Beau asked me a number of questions such as: "What did you do in this situation?" "How did it work out?" It gave me a different insight: that I have to think more about the role of goals in a certain process and to communicate more clearly about this. You have to play with the importance of learning objectives and the level of detail, depending on the situation. In an open and social process, for example, you formulate your goal more openly. Make goals / learning objectives also the subject of conversation. Thanks to Beau!

Who the hell is Beau?

Beau is the chatbot I developed together with Kirste den Hollander and Steven van Luipen,  a prototype. We wanted to see if you could use a chatbot to support reflection. And you certainly can! I am enthusiastic about the possibilities, although I also see the limitations of Beau. Beau is a scripted bot, in which no artificial intelligence is used. However, talking to specialists I learned that sometimes a scripted bot is all you need.

Beau was tested by 51 people and these are the results

Our conclusions:

  • Most people are positive about the use of Beau, the tone and the language used in the conversation. But more importantly, half of them have gained a new insight through the conversation. 
  • Talking to a text chatbot instead of a person, and typing instead of talking often helps the reflection process. It gives people time to think and enables them to determine the rhythm of the conversation themselves. 
  • In the live confession the reflection of a confessor is central and the confessional taker only asks questions. That role can perfectly be played chatbot. 
We see different possibilities to use a chatbot for reflection. You can encourage people to do this on a regular basis or you can meet as a team to use a reflection bot and exchange them at regular intervals. It is important, though to take into account that a (small) group of people has a lot of resistance to reflecting with a chatbot.

Do you want to read our article about Beau?


Or download
Meet Beau the reflection chatbot

Curious about the chatbot design process?


I have learned and read a lot about the design process, including experiences and got training with IBM Watson. Do you want to learn about bots yourself and maybe even do a first exploration of possible bots? Have a look at this workshop I may facilitate for your organization. 
    

Using personas in design of online and blended learning

Why would you work with personas when designing online or blended learning? In this blog I will share my enthusiasm about working with personas. Working with personas is not only useful for marketing professionals but also useful in a design process for learning trajectories.
Abdel lives in the capital of Mali, studies journalism and is eager to learn. He has internet access via the university network on his Huawei smartphone. He would like to learn how he can get in touch with other students in other cities in West Africa and as a journalist he would like to share developments from Mali with the rest of the world.

Hawa lives in the countryside of Mali and buys cards to access to the internet on her mobile, so she has an internet access roughly three times a week. She would like to learn how she can make short videos about her life for the NGO she works with. They have asked her to record and share how she lives and works. 
Abdel and Hawa do not really exist but are personas we have created and discussed during the design of an online citizen journalism course for people in Mali. The names Abdel and Hawa often come back: if Hawa only logs in 3 times a week, shouldn't we allow a full week for the photo assignment instead of 3 days? It also leads to the discussion whether we can actually design one course for Abdel and Hawa. In this way we come to the solution of weekly bonus assignments because Abdel might drop out if the course is not interesting enough. Abdel and Hawa prove their usefulness in this design process because the use of these two personas allow us to get into the skin of our target group. We can continuously test the design against "real personas".

Aren't personas rather used for marketing purposes?

Working with personas has its background in marketing and design thinking. A persona is a very detailed description of a user of a product or service. Marketers use it to develop products and to think about marketing a product. The dutch Albert Heijn was critized by the UN because of their personas. The customer profiles would lead to stereotypical images of customer. That is the first pitfall of working with personas. It can lead to a stereotyping of the practice. If you have that feeling, it may be good to talk more/again with the target group.


How to develop personas?

It is best to developing the personas in an interactive session with a design group consisting of various stakeholders, often content experts and other actors. A first step is to discuss the most important (sub) target groups. Then you divide the target groups among your design group. Ask your design group to crawl under the skin of a participant. In small groups you ask them to make a persona by going through the following steps:
  • Make a drawing of a person
  • Give a name
  • Add a global description of his / her life and work
  • How does he / she use the internet? via which devices?
  • Why does he / she participate in the course, training or community?
  • What does he / she want to learn?
  • What is he / she allergic to?
After this invite the groups to present their persona in the I-form (I am Hawa and I live in Sarafere) so that people can really empathize. I have experienced that some people will make a caricature of the persona, especially if they have a difficult relationship with the group the persona represents. Try to ask for positive aspects. In fact, this exercise also gives you a sense of whether the design group has sufficient knowledge of the target group. Ofcourse, you may adjust these questions yourself or use an empathy-map.
An interesting tool to start personas may be Thispersondoesnotexist. The site will give you a random photo. Similarly uinames will provide you with fake names. You may select a country and then by clicking on the spacebar you get a fake name, that's how I get Camiel de Ruyter born in 1989. I have not tried this yet, but it might stimulate creativity.


Why I believe in the power of personas

The main design challenge is to make sure your design suits the needs and practices of the participants. Content experts in particular often think about what is important for everyone to know rather than what the participants need. At the same time, the content experts often know the target group very well. Of course you can also invite the audience or do interviews, but you may use personas if you think the subject matter experts and others know the participants quite well.

I have very positive experiences with working with personas. Making personas is ideal to get the knowledge of the design group about their colleagues or the target group on the table. Often this knowledge is available in the design group. By working with personas the group develops empathy and gets a lively image of the target group. You force your design group to get into the skin of the future participants. Personas are fictional characters and not persons that make it much more neutral to speak about them.

For the best effect, you should regularly look through the eyes of the personas during the design. With Hawa and Abdel, that worked out well, in other cases you sometimes forget to use the personas lateron during the design process. I do not really know how that is. Maybe too many personas? Or do you still start thinking from the content side and is that a pitfall?


Designing jointly with the target group versus working with personas

An alternative to working with personas is inviting the target group to participate in your design process. This is not always possible, as in the case of Hawa and Abdel. If you invite representatives of the target group in the design process, it is important that they can think along from a broader perspective than their own interests. A persona can be a good alternative because you talk about fictitious case and this gives space to play with the design. When 'real' participants say something, it can not be ignored but it may not be representative for the whole group of participants.

Interested in working with personas? Read also:
    

More Recent Articles


You Might Like

Safely Unsubscribe ArchivesPreferencesContactSubscribePrivacy