Annotated Literature List
(list not finished, additional texts will be added)
Here is a list of literature, containing both texts and videos.
In weeks 2-6 you will be working with your choice of texts from section A.
In weeks 7-8 you should be looking at texts from section B.
A. The Why of Video in Education
1. General aspects
MORENO, R. & MAYER, R. 2007. Interactive Multimodal Learning Environments. Educational Psychology Review, 19, 309-326.
Moreno and Mayer present research on the effetiveness of multimodal learning and offer empirically supported design principles.
MAYER, R. E. 2011. Multimedia Learning. Oxford University Press.
A reading list containing research on various aspects of multimedia learning, including evidence-Based Principles for Multimedia Learning, which might have the highest value in the field of video use.
FLETCHER, D., J. & TOBIAS, S. 2005. The multimedia principle. In: MAYER, R. (ed.) The Cambridge Handbook of Multimedia Learning. Cambridge: Cambridge University Press.
"The multimedia principle states that people learn better from words and pictures than from words alone. It is supported by empirically derived theory suggesting that words and images evoke different conceptual processes and that perception and learning are active, constructive processes." Well says it all really...
SINCLAIR, C. 2016. With a personal appearance from the online teacher. Video Journal of Education and Pedagogy, 1, 1-8.
SCHWINDENHAMMER, D. 2016. The Case for Decentralised Video-Enhanced Learning [video file] [Online]. Available: https://www.youtube.com/watch?v=aoWvlB8GaY4
2. Vicarious learning
BRUNING, R. H., SCHRAW, G. J. & RONNING, R. R. 1999. Cognitive psychology and instruction, Merrill, Upper Saddle River, NJ.
Learning by watching others is an effective teaching and learning technique and by nature a definition of educational videos actually do: present observable actions.
MAYES, T. & FREITAS, S. D. 2013. Learning and e-learning - The role of theory. In: BEETHAM, H. & SHARPE, R. (eds.) Rethinking Pedagogy for a Digital Age. Routledge.
Mentioned here again for its mentioning of vicarious learning.
3. Texts on the benefit of speech
ROGERSON-REVELL, P., NIE, M. & ARMELLINI, A. 2012. An Evaluation of the Use of Voice Boards, E-Book Readers and Virtual Worlds in a Postgraduate Distance Learning Applied Linguistics and TESOL Programme. Open Learning, 27, 103-119.
ROGERSON-REVELL, P. 2015. Constructively Aligning Technologies with Learning and Assessment in a Distance Education Master's Programme. Distance Education, 36, 129-147.
YANESKE, E. & OATES, B. 2010. Using voice boards: Pedagogical design, technological implementation, evaluation and reflections. Australasian Journal of Educational Technology, 26, 233-250.
KRAUS, M. W. 2017. Voice- Only Communication Enhances Empathic Accuracy. American Psychologist, 72, 644-654.
These texts present research on the effectiveness of using speech as teaching medium, sometimes even pointing out that speech alone might be more efficient than the combination of speech and picture, although this could be disputed by other research on this reading list.
4. Texts on the brain and video
GIBBONS, J. 2009. Neuroscience and advertising [Online]. Available: https://hstalks.com/bm/1153/ [Accessed Oct 10th 2017].
In this video plus Pdf, Gibbons explains how advertising uses the working mechanisms of te brain to succeed, principles could and should be used for educational videos, too, I believe.
RAMACHANDRAN, V. 2009. The neurons that shaped civilization [video file] [Online]. Available: https://www.ted.com/talks/vs_ramachandran_the_neurons_that_shaped_civilization [Accessed October 10th 2017].
This talk about mirror neurons might point out the ultimate reason why video works, although Ramachandran does not talk about it, as humans have the ability to experience what others experience by simply watching them.
B. The How of Video in Education
1. Texts on the presence of the teacher
FLETCHER, D., J. & TOBIAS, S. 2005. The multimedia principle. In: MAYER, R. (ed.) The Cambridge Handbook of Multimedia Learning. Cambridge: Cambridge University Press.
See above and mentioned again here for its reference to the role of the teacher.
GHEORGHIU, A. I., CALLAN, M. J. & SKYLARK, W. J. 2017. Facial appearance affects science communication. Proceedings of the National Academy of Sciences, 114, 5970-5975.
Scientific evidence for the fact that the looks of the tutor has an impact on students' learning, which is a valuable learning for the production of learning videos.
JASCHIK, S. 2017. Harvard Professor Tells Students They Should Come to Class [Online]. Available: https://www.insidehighered.com/news/2017/09/05/professor-who-teaches-harvards-largest-class-says-students-should-show [Accessed October 21st 2017].
Although student's performance has not suffered from flipping the course, they did however miss the classroom experience. Interesting anecdote.
CARR, D. 2007. Character in Teaching. British Journal of Educational Studies, 55, 369-389.
RADEL, R., SARRAZIN, P., LEGRAIN, P. & WILD, T. C. 2010. Social Contagion of Motivation between Teacher and Student: Analyzing Underlying Processes. Journal of Educational Psychology, 102, 577-587.
Enthusiastic teachers help students learn.
2. General editing techniques and cognition
LANG, A., POTTER, D. & GRABE, M. E. 2003. Making News Memorable: Applying Theory to the Production of local Television News. Journal of Broadcasting & Electronic Media, 47, 113-123.
KOZMA, R. B. 1986b. Implications of Instructional Psychology for the Design of Educational Television. Educational Communication and Technology, 34, 11-19.
ZAJONC, R. & RAJECKI, D. 1969. Exposure and affect: A field experiment. Psychonomic Science, 17, 216-217.
3. Use of graphics
FOX, J. R., LANG, A., CHUNG, Y., LEE, S., SCHWARTZ, N. & POTTER, D. 2004. Picture This: Effects of Graphics on the Processing of Television News. Journal of Broadcasting & Electronic Media, 48, 646-674.
4. Use of tempo/ pacing
LANG, A., BOLLS, P., POTTER, R. F. & KAWAHARA, K. 1999. The effects of production pacing and arousing content on the information processing of television messages. Journal of Broadcasting & Electronic Media, 43, 451-475.
LANG, A., ZHOU, S., SCHWARTZ, N., BOLLS, P. D. & POTTER, R. F. 2000. The Effects of Edits on Arousal, Attention, and Memory for Television Messages: When an Edit Is an Edit Can an Edit Be Too Much? Journal of Broadcasting & Electronic Media, 44, 94-109.
5. Emotions in video
LANG, A., DHILLON, K. & DONG, Q. 1995. The effects of emotional arousal and valence on television viewers’ cognitive capacity and memory. Journal of Broadcasting & Electronic Media, 39, 313-327.
LANG, A., PARK, B., SANDERS-JACKSON, A. N., WILSON, B. D. & WANG, Z. 2007. Cognition and Emotion in TV Message Processing: How Valence, Arousing Content, Structural Complexity, and Information Density Affect the Availability of Cognitive Resources. Media Psychology, 10, 317-338.
6. Audio-visual alignment
Verbal and non-verbal information need to be synchronized to enhance understanding.
MAYER, R. E. & MORENO, R. 1998. A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory. Journal of Educational Psychology, 90, 312-20.
MAYER, R. E., MORENO, R., BOIRE, M. & VAGGE, S. 1999. Maximizing Constructivist Learning From Multimedia Communications by Minimizing Cognitive Load. Journal of Educational Psychology, 91, 638-643.
MORENO, R. & MAYER, R. E. 1999. Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity. Journal of Educational Psychology, 91, 358-368.
7. Simple sound and vision
Information which is not necessary to make a lesson intelligible and redundant information should be excluded.
MORENO, R. & MAYER, R. E. 2000a. A Coherence Effect in Multimedia Learning: The Case for Minimizing Irrelevant Sounds in the Design of Multimedia Instructional Messages. Journal of Educational Psychology, 92, 117-125.
MORENO, R. & MAYER, R. E. 2002. Verbal Redundancy in Multimedia Learning: When Reading Helps Listening. Journal of Educational Psychology, 94, 156-163.
8. Eye contact
KHALID, S., DESKA, J. C. & HUGENBERG, K. 2016. The Eyes Are the Windows to the Mind. Personality and Social Psychology Bulletin, 42, 1666-1677.
In short: Establishing eye-contact triggers automatic reactions in us. We attribute a sophisticated mind to the gazer and we expect and prepare for social interaction. Both of which are crucial for successful teaching with video. (Even though the research was carried out via still pictures on a computer screen, the effects still occurred.)
KREYSA, H., KESSLER, L. & SCHWEINBERGER, S. R. 2016. Direct Speaker Gaze Promotes Trust in Truth- Ambiguous Statements.(Research Article). PLoS ONE, 11, e0162291.
Direct eye contact renders information delivered by the gazing person as more trustworthy and true. (This research was carried out via recorded videos.)
BINETTI, N., HARRISON, C., COUTROT, A., JOHNSTON, A. & MARESCHAL, I. 2016. Pupil dilation as an index of preferred mutual gaze duration. R. Soc. Open Sci., 3.
9. Conversational style
Explanations should be presented using a conversational style—personalisation principle.
MORENO, R. & MAYER, R. E. 2000b. Engaging Students in Active Learning: The Case for Personalized Multimedia Messages. Journal of Educational Psychology, 92, 724-733.
MORENO, R. & MAYER, R. E. 2004. Personalized Messages That Promote Science Learning in Virtual Environments. Journal of Educational Psychology, 96, 165-173.
10. Stories
NORMAN, D. A. 1993. Things that make us smart : defending human attributes in the age of the machine, Reading, Mass., Addison-Wesley Pub. Co, 128-130.
C. Constructivism and Constructive Alignment
JERVIS, L. M. & JERVIS, L. 2015. What is the Constructivism in Constructive Alignment? BioScience Education, 6, 1-14.
BIGGS, J. & TANG, C. 2012. Aligning the Curriculum to Promote Learning. Encyclopaedia of the Sciences of Learning, 26, 198-199.
MAYES, T. & FREITAS, S. D. 2013. Learning and e-learning - The role of theory. In: BEETHAM, H. & SHARPE, R. (eds.) Rethinking Pedagogy for a Digital Age. Routledge.