Page 35 - Producing a Video to Communicate a New Model of Coaching to GAA Coaches
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230-231).
Principles for Increasing Germane Load by Inducing Generative Processing include
the Multimedia Principle and the Personalisation Principle.
The Multimedia Principle is based on the assertion that ‘people learn more
deeply when they build connections between a verbal representation and a
pictorial representation of the same material’ (Mayer 2008, p. 766). This
construction of knowledge roots this principle in the constructivist approach to
learning and emphasises the learner’s part in the creation of the mental model.
Mayer (2008) reports on better transfer of knowledge when learners are
presented with corresponding graphics and words and states ‘there is strong and
consistent support’ for this approach (p. 766).
The Personalisation Principle promotes the use of a conversational over a
formal style of wording and narration in multimedia presentations. Mayer
(2008, p. 766) contends that this may be due to the creation of ‘a sense of social
partnership with the narrator in which learners try harder to make sense of what
their conversational partner is saying’. Again Mayer (2008) reports significant
improvements in knowledge transfer over a series of experiments when learners
were presented with words in a conversational over formal style.
2.4.4 Promoting Active Learning
Considerations to promote active learning through video are guided by Koumi’s
Pedagogic Video Design Principles, particularly those on signposting, stimulating
cognitive engagement, constructive learning, reinforcement and consolidation. Koumi
suggests designing the video to be stop-start interactive and using captions ‘inviting
viewers to carry out activities’ can support cognitive engagement (p. 1). Promoting
active learning through mechanisms such as using guiding questions (Lawson et al,
2006) within a broader learning experience has also been shown to enhance learning.
To summarise, video can be a highly effective medium for learning when principles of
instructional design are utilised to produce a narrative that optimises cognitive load for
the learner and engages the learner actively with the subject.
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