Dynamic Visual Presentations

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Wetzel, C. Douglas, Radtke, Paul, H. and Stern, Hervey W. (1994) Instructional effectiveness of video media. Lawrence Erlbaum Associates, Publishers. USA.
Chapter 4

• Motion is widely cited as a unique beneficial feature of video or filmed instruction. Motion is thought to be beneficial primarily because it provides discriminations. P73 This is the first paragraph of the chapter, no previous references given. I quite not get the idea of discrimination.
• In procedural learning, an ordered series of acts, operations or steps must be carried out by the student in the proper order. Procedures are very frequent instructional objectives in technical training and can be highly specific to a piece of equipment, requiring detailed task analysis. P77
• Two early studies on procedural learning demonstrated that practicing during a film can be effective when the learner is allowed enough time to participate without missing relevant information in the film. P78
• Demonstrations are used in training motor skills because these visual presentations are though to offer a way of communicating that is more direct than only verbal means. P84
• The effectiveness of a demonstration depends on the observer attending selectively to its critical features in order to form a cognitive representation of the skill to be performed. Several studies illustrate the use of video for repeated demonstrations given as a form of rehearsal and discrimination training to prepare the student to execute a skill. P85
• Some learning can be achieved by observing the critical features of a demonstration in order to form a cognitive representation of the skill to be performed. However, feedback providing knowledge of one’s actual performance plays a key role in learning motor skills. P85
• A study by W.R Carroll and Bandura (1982) illustrates the value of viewing actions that are not readily observable and the value this information provides after some initial experience in developing a conception of the action. P87
• The general conclusion to be drawn from this collection of studies is that visual-based training providing modelling and feedback can be an effective technique in learning motor skills. The technique offers the opportunity to provide information that can be used in making corrective actions during skill acquisition. P87
• Video has been proven to be a useful tool in teacher education. It has been successfully used for providing demonstrations and feedback in microteaching practice sessions for training teaching skills. P88
• Video feedback techniques are also popular in several other areas in addition to teacher training. P88
• Uses if animation in instruction: Rieber (1990a) identified four common uses for animation in his review of the literature: directing the learner’s attention, presenting information, enhancing practice, and increasing a lesson’s cosmetic appeal. P89
• Although animation offers many potential advantages in instruction, its demonstrated effectiveness has been uneven. Researchers have had difficulty separating the effects of animation, the instructional methods the animation is intended to implement and the characteristics of the learner. P91
• Based on his analysis Rieber (1990a) made three design recommendations for the use of animation in instruction. 1) Animation should be incorporated only when its attributes are congruent to the learning task. The attributes of animation are visualization, motion, and trajectory. 2) When learners are novices in the content area, they may not know hot to attend to relevant cues or details provided by animation. Rieber noted that learning from animation improved when he “chunked” material into discrete packages of text, static graphics, and animation. 3) Animation’s greatest contribution to computer-based instruction may lie in interactive graphic applications. (Cf P97-98)

Alberto Ramirez Martinell