Are you eager to engage with your audience and create a lasting impression with your instructional videos? In this highly interactive presentation, you will learn how to leverage visual storytelling with design thinking, taking your learners on a journey that both draws them in and entices them to stay watching.
Videos in modern life can be said pervasive, and they have never played such an essential role as ever before in our daily life. According to Ericsson Mobility Report 2020 (Jejdling, F., 2020), the video currently accounts for 63% of mobile traffic and this is set to grow to 76% by 2025. This data picture an image of which video is part of most online content, including news, advertisements, social media, online learning, etc. Also, "The Values of YouTube" Study by Google indicates that more than 70% of users use the platform to learn problem-solving skills and techniques, and 86% of users use it to learn new things.
In today's learning and training field, instructional videos have become indispensable for delivering instructional content in flipped, blended, and online settings. Instructional videos are specifically developed to meet learning needs and goals, increase accessibility to a wide range of learners, and adapt to varying learner characteristics (Lange & Costley, 2020).
Using instructional videos effectively can contribute to interest, engagement, motivation, and ultimately increase understanding of online learning environments (Costley & Lange, 2017a; Mayer, 2014). From cognitive psychology and multimedia learning perspectives, esthetics, production values, and overall instructional content design work together to determine high-quality instructional video and further influence the learning process (Leacock & Nesbi, 2007). Overall, it is essential to deliver high-quality instructional videos to affect the learning process positively.
Content experts are thoroughly familiar with learning topics and content but may not know how to leverage the instructional video tool to enhance the learning experience and consolidate learning outcomes. As instructional designers, we might know how to implement the instructional video tool in online learning. But utilizing the instructional video tool efficiently and effectively in the learning experience needs extra knowledge and skills, like visual storytelling and design thinking. How can you create instructional videos to maximize learner engagement? How can you use visual storytelling to increase video entertainment? How can you utilize design thinking in the process of creating an instructional video? This highly interactive presentation will answer all of these questions and more. So join us and sit on the director's chair to elevate your design thinking and visual storytelling skills, take away practical techniques and discuss the best practices to utilize instructional videos to make an engaging online learning experience win!
Level of Participation:
This presentation is structured as an interactive training with each audience being engaged with a couple of rounds of interactions, including scenarios, quizzes, and games along with the presentation. It consists of 20 minutes of educational lecture about leveraging visual storytelling with design thinking to create engaging online videos, 10 minutes of a case study session, 10 minutes of an interaction session, and 5 minutes of a Q&A session.
By participating in those sessions, the audience can practice new knowledge, techniques, and skills in given scenarios and settings.
Session Goals:
The audience attending this highly interactive presentation will be able to identify a couple of practical instructional video-making techniques and skills to create a more engaging online learning experience. They will be able to choose the best strategies for improving the video quality in given scenarios. And lastly, they will be able to provide suggestions to each other using the new knowledge and skill they learned from this presentation.
References:
Jejdling, F. (2020, June). Ericsson Mobility Report - June 2020. Ericsson. Retrieved May 16, 2022, from https://www.ericsson.com/en/press-releases/2020/6/ericsson-mobility-report---june-2020
Lange, C., & Costley, J. (2020). Improving online video lectures: Learning challenges created by Media. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00190-6
Costley, J., & Lange, C. H. (2017). The effects of lecture diversity on Germane Load. The International Review of Research in Open and Distributed Learning, 18(2). https://doi.org/10.19173/irrodl.v18i2.2860
Mayer, R. E. (2014). Multimedia instruction. In Handbook of research on educational communications and technology, (pp. 385–399). New York: Springer.
Leacock, T. L., & Nesbi, J. C. (2007). A framework for evaluating the quality of multimedia learning resources. Journal of Educational Technology & Society, 10(2), 44–59. http://www.jstor.org/stable/jeductechsoci.10.2.44