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7. Video Learning

Different people learn at a different pace, sure. But, I’ve read articles that say
you can’t control the pace of video-learning. Is that not what the stop, pause or
rewind buttons are for? You can go back to look at certain points in the course,
and replay a segment until it’s better understood.

The answer is, of course, different at every organization. Some businesses are
comfortable relying on what’s always worked before. Some just don’t make it

easy for teams to experiment with new methodologies. Some are content to just
check the box and consider L&D “covered.”

The length of the video-led content is also important. Attention spans today
have shrunk from 12 seconds to just 8 seconds; a goldfish has an attention span
of 9 seconds! Learners are moving from a culture of deep attention (ability to

concentrate on one object or information stream for long periods of time,
ignoring outside stimulation) to hyper attention (switch focus between multiple
information streams, a preference for high stimulation and lower tolerance for
boredom). Today, the majority of Millennials now say they prefer to learn via
video instead of text.
This is now the age for “bite sized” video learning. These are shorter modules:
Typically 10 mins in length made up of short, video learning snippets (1-3 mins

max). These videos come with interactive elements which allow learners to
engage and measure performance the whole way through the process to help
increase learner retention rates.

One of the best benefits of video learning is that a person can pause, stop,
rewind, and otherwise manipulate the timeline of learning. Unlike a traditional

classroom or in-person training, a video learner need never miss something: as
long as they have time to try again, they can go back.

Shepard and Cooper and Mayer and Gallini made the connection between
visual clues, the memory process, and the recall of new knowledge. Allam
observes that the creative challenge of using moving images and sound to
communicate a topic indeed engaging and insightful, but adds that it also

enables students to acquire a range of transferable skills in addition to
filmmaking itself.

These include research skills, collaborative working, problem solving,
technology, and organisational skills. (Bijnens, N.D.)