Body
Evidence-based practices for asynchronous materials
| Criterion |
Opportunity for improvement |
Meets college expectations |
Evidence-based practice |
| Recorded content is brief |
Lecture is greater than 30 minutes |
Lecture is between 10 and 30 minutes |
Lecture is 10 minutes or less |
| Recorded content is meaningfully chunked |
Lecture material is not meaningfully chunked and attempts to cover multiple learning objectives in one single recording.
|
Lecture material contains some divisions/chunks but not in a meaningful way.
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Lecture content is broken down into discrete units of learning. For example, if your content has 3 learning outcomes, you might have five videos—one for an introduction, three for the learning outcomes, and one for the conclusion.
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Recorded content contains effective use of visuals and text
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Complex backgrounds are used which are not needed.
Slides contain “walls of text” and/or poor use of white space.
Inconsistent use of fonts on slides.
Signaling is not employed to highlight important information
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Amount of text is acceptable but could be reduced and replaced with illustrations, animations, or schematics.
Audio overlays may help engage the learner in both audio and visual channels while interacting with content.
Extraneous elements are reduced but still observable.
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Lecture includes more illustrations, animations, or schematics than face-to-face lectures as this maximizes learning through engaging both visual and audio processing of information.
No complex backgrounds are used in slides.
Effective use of whitespace and consistent fonts are applied.
Signaling is employed to highlight important information.
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Recorded content has high quality audio
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Built in microphone is used to record audio and/or different microphones are used throughout recorded content (i.e., part of content was recorded at a different date with a different set up)
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Audio is of mixed quality—some hissing, crackling, or humming may be present upon listening through headphones.
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Audio of uniform quality. If video was created in multiple parts, the same audio source was used. Audio sounds clear with no hissing, crackling, or humming upon review with headphones.
Tip: The LDM team has high quality microphones to check out to record your content. Please reach out to cop-design@osu.edu to request one.
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Multimedia learning materials are high quality
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Images/diagrams are very pixelated, poor contrast, etc. likely due to images of text being used.
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Images/diagrams of mixed quality. Improvements can be made in creating elements with a uniform quality/resolution.
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Images/diagrams used have high resolution (i.e., are not pixelated) and are of uniform quality.
Recommended file type for images (PNGs).
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References
Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE-Life Sciences Education, 15(6), 1–6. https://doi.org/10.1187/cbe.16-03-0125
Choe, R.C., Scuric, Z., Eshkol, E., Cruser, S., Arndt, A., Cox, R., Toma, S.P., Shapiro, C., Levis-Fitzgerald, M., Barnes, G., & Crosbie, R.H. (2019). Student satisfaction and learning outcomes in asynchronous online lecture videos. CBE-Life Sciences Education, 18:ar55, 1-4. https://doi.org/10.1187/cbe.18-08-0171
Darby, Flower (2019). Small Teaching Online: Applying the Science of Learning in Online Classes. San Francisco: Jossey-Bass.
Di Paolo, T., Wakefield, J. S., Mills, L. A., & Baker, L. (2017). Lights, Camera, Action: Facilitating the Design and Production of Effective Instructional Videos. TechTrends, 61(5), 452–460. https://doi.org/10.1007/s11528-017-0206-0
Fiorella, L., & Mayer, R. E. (2018). What works and doesn’t work with instructional video. Computers in Human Behavior, 89(June), 465–470. https://doi.org/10.1016/j.chb.2018.07.015
Mayer, R.E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Education Tech Research and Dev, 68, 837-852. https://doi.org/10.1007/s11423-020-09749-6
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760–769. https://doi-org.proxy.lib.ohio-state.edu/10.1037/0003-066X.63.8.760