In particular, the use of video can be of huge benefit—but only when done correctly. Here are some tips for effectively incorporating video into your training.
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in title, tags, annotations or urlWebinar Wire / How to Advertise Your Webinar - 0 views
How to Make Video Training More Effective for Your Corporate Workforce | Learning Technologies | Training Industry - 1 views
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Keep it Short
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According to some Google researchers, the ideal video length is between three and three-and-a-half minutes
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Three Things You Don't Need in Your Microlearning Video - 1 views
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t might seem unnatural—impolite, even—to begin a presentation or demonstration without introducing ourselves to the viewers and explaining why they should pay attention to us. Combing YouTube™ or Vimeo, you'll find a plethora of educational videos that begin with a lengthy preface to the content. Here comes the Skip button.
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Instead, try this approach: Mention your name at the beginning of the video, or put it on a title screen. You might put the name of the sponsoring organization here instead, if the video doesn’t feature a personal host. Don't mention the issue of credibility at all; this is established by the content itself. If it gives learners what they need, they'll pay attention. Use the video's title and hosting Web page to convey what the video will cover. Don't waste valuable screen time on this stuff.
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It might seem economical or helpful to show multiple ways of completing a task within one video, but that's not how people generally consume this type of media. Assume learners are accessing your video at the moment of need, almost as if they're asking their coworkers for help over the cubicle wall. They want to get something done now. Most processes can be completed a few different ways, and most concepts can be approached from different angles, but you don't have to cover all of that in one video
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For better edtech purchasing, ask these 4 crucial questions - 0 views
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Howard said that for developers, it’s not about whether the product can address a learning goal, but whether it can address variable learning goals. One strength of edtech is the ability to help teachers provide differentiated lessons, and Howard said the best edtech can be used for students at various stages and across a variety of abilities.
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“How might tech support educators’ ability to differentiate learning in the classroom?”
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Furman said he looks for third-party reviews, especially from classroom teachers, before he brings any tools to his teachers for testing. Howard encouraged educators to ask for documented and validated positive learning outcomes with students. Noakes added that most educators want to see results from a third-party evaluation because they don’t trust research run and validated by the publisher.
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