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Schwartz, D. L., & Hartman, K. (2007). It is not television anymore: Designing digital video for learning and assessment. In Goldman, R., Pea, R., Barron, B., & Derry, S.J. (Eds.), Video research in learning science (pp. 349-366). Mahwah, NJ: Lawrance Erlbaum Associates.
In this article, Schwartz and Hartman (2007) examine how video can be designed to meet various learning outcomes. Prior multimedia research primarily concentrates on computer-aided learning. As a result, the authors recognize the significance of delving into the aspects of learning interventions with video-aided learning. Just as there are various multimedia approaches, there are a variety of learning situations. Before a course designer can utilize multimedia, the designer must explore what outcomes the learner will meet. According to the authors, the training outcomes will determine the approach to video design. This article conceptualizes four classifications of learning outcomes: seeing, saying, doing, and engaging. The seeing outcome reinforces novel concepts and facilitates discernment and portrayal of alternative viewpoints. The saying outcome supports the process of the acquisition of factual knowledge, such as vocabulary definitions or basic mathematical computations. The doing outcome provides learners with the practice of actively performing learning tasks, such as making a new recipe. Finally, the engaging outcome contextualizes learning content and makes it relevant to the learner, making them more likely to engage with the learning material.
Schwartz and Hartman (2007) underscore the importance of analyzing how video design impacts learning. The authors needed more research dedicated to designing videos to optimize learning outcomes. Until now, the bulk of multimedia research has focused on computer-aided learning. This article explores video-assisted learning outcomes by explaining the four expected learning outcomes and providing practical interventions highlighting the big ideas for meeting the outcomes. The second part of the research article provides a case study example from pre-service teachers creating multimedia interventions and assessments.
I connect with this article as an instructional designer who works with faculty to transition face-to-face courses to an asynchronous format. A significant element of the course design process is designing lecture video content. Producing practical video lectures requires faculty members to align their learning outcomes with how they design their videos. That is where the use of storyboarding comes in. Storyboarding is an essential resource for visually mapping the lecture and providing an outline for learning interventions. Storyboarding serves as an opportunity for faculty to implement meaningful educational tools to promote learning and course engagement. Recently, our institution started implementing Articulate Storyline in some of our online courses. I want to explore how Storyline impacts student learning experiences, outcomes, and motivation.
Additional reading: ISaadah, I. N., Hadi, S., Budiyanto, M. A., Rahardjanto, A., & Hudha, A. M. (2022). Development of articulate storyline learning media to improve biology learning outcomes for junior high school students. Research and Development in Education, 2(2), 51–56. https://doi.org/10.22219/raden.v2i2.23232
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