Video Editing: Multiple Intelligences And Channels

Video Editing Student’s Name Institutional Affiliation Chapter 2 Literature This section will review the available literature on the use of video materials in classrooms as well as explore the theory that supports this. The use of video materials in the classroom is not a new concept as many may perceive it. The utilization of audio-visual materials dates back to World War II when they were used as training materials for soldiers. Since then instructors and policy makers have been acknowledging the value of video materials to teach students. Audio-visual materials are believed to be catching the attention of learners, enhance their experience and increase their motivational levels. Since World War II, content and technology have been developed to increase the value of video materials in classrooms. The use of video instruction materials in the classroom is beneficial to both teachers and learners. It encourages body movements and strengthens control. The Chinese culture has a famous saying that says, “One sighted is worth a hundred words” which implies that learners take consume knowledge through their intellects (Jain, 2004). Another maxim which states that “if we here we forget, if we see we remember, and if we do something we know it” exists to advocate for the use of video learning materials in classrooms. Initially, there was a pervasive belief which is receiving huge criticism from a wide range of recent studies, that video viewing is passive in nature where the viewers are active during the time they are watching it and with time it will displace any academic developments. However, majority of the recent studies have supported the theory that video watching is an active process and can be “an ongoing and highly interconnected process of monitoring and comprehending” as well as “a complex, cognitive activity that develops and matures with the child’s development to promote learning” (Marshall, 2002). According to Mayer (2001), although video watching tends to be pervasive, it involves the high cognitive process which is important in learning. He asserts that, “Well-designed multimedia instructional messages can promote active cognitive processing in students even when learners seem to be behaviourally inactive,” (Mayer, 2001, p. 19). Various studies have identified that content and context of the videos are important elements in enhancing the activeness of the learners. Therefore, the content should be designed according to the ages of the students because it determines the successfulness of the learner than the time spent in watching it. There are other various aspects of video materials that have proved to contribute to active student learning, they include, the utilization of multiple content delivery, their emotional appeal to the viewers, and address to the various forms of intelligence. Multiple Intelligences Gardner developed the multiple intelligences theory in which he describes that individuals possess though in varying strengths and preferences, eight discrete intelligences: spatial, interpersonal, linguistic, musical, intrapersonal, logical-mathematical, bodily-kinesthetic and naturalistic (Gardner, 2006). The strengths and weaknesses that exist in these intelligences are the ones that dictates the manner in which information is absorbed and interpreted by individuals (Marshall, 2002). This departs from the traditional theories that recognized the verbal and computational abilities only. According to Gardner’s theory, the manner in which the video materials are conveyed, influences the ability of individuals to learn and instructors should consider all these intelligences when planning the lessons. Although the textbooks take a linguistic approach, video materials take multiple approaches such as narration, aesthetic alongside linguistic increasing the chances of the learners’ needs being satisfied. CBP (2004), asserts that “these multiple entry points into the content are especially valuable in a formal educational setting, as they offer greater accommodation to the multiple intelligences of a diverse group of students” (pg. 7). Multiple learning styles Recent studies have supported three types of learning styles namely, aptitude-based that utilizes the multiple intelligences theory; sensory-based, which considers the way students absorb information; personality-based, which is measured by Meyers-Briggs test (Pruitt, 2005). These types of learning styles tend to demonstrate that there is a need for a multiple modes of teaching. On the other hand, individuals tend t be taking in information through three modalities; visual, tactile and auditory. According to Silverman (2006), these modalities can be associated with the manner in which learners process information, developing three learning styles. These styles are: visual-spatial, tactile-kinesthetic and auditory-sequential. The visual-spatial students ted to learn best through visualizing the concepts and think holistically, often in images. The tactile-kinesthetic students tend to learn well through physical touches and sensations and are active during demonstrations than in verbal explanations. Finally, the auditory-sequential category of learners tend to think and learn well through words. Generally, they benefit well from a step-by-step learning process. The benefits of video instruction materials cannot be underestimated. They are beneficial to all types of learners especially the visually oriented ones (Denning, n.d). They also benefit the auditory learners since it includes sound and can also incorporate demonstrations for the tactile learners as well. Multiple Learning Channels All students tend to benefit from video materials even those who do not have a strong learning modality preference. Video instruction materials passes information through two sensory channels simultaneously; visual and aural. It also incorporates multiple presentation modalities such pictorial and visual presentations. This use of multiple channels to convey information demonstrates that video learning materials communicate information to learners in a simultaneous manner and provides them with multiple choices. CPB (2004), draws from various researchers to assert that: The richness of these forms of information (images, motion, sound and at times text) benefits learners by enabling them “…to learn through both verbal and visual means, to view actual objects and realistic scenes, to see sequences in motion, and to view perspectives that are difficult or impossible to observe in real life” (Wetzel, 1994). …most researchers agree that “…when viewed together, each source provides additional complementary information,” thus increasing the chances that comprehension will take place (Kozma, 1991.” (pg.5). Previous and early studies found that video instruction materials are significant in prmoting the awareness of the relationships between the multiple conveyance channels (pictures, sound, motion as well as captions. They also found out that learners benefit more from a mixture of these channels than materials that rely on one channel. These studies concluded that the combination of sound with moving images results in more learning than still images (Wood, 1995l; Aiex, 1999, Kozma, 1991, & CPB, 2004). Motivational and Affective Learning The most important benefit and strength of video instruction materials is their ability to convey information to learners on an emotional and cognitive level. This implies that they are able to reach the emotions of the learners, thus they play a significant role in promoting emotional and affective learning. Video instruction materials are not only important components in learning, but plays a significant role in the creation of an environment that promotes cognitive learning. According to Marshall, (2002), there are three theories that explain how video instructions promotes learning. However, he states that they can be beneficial depending on their ability to entertain and engage the learner, arouse their emotional sates and interest on the topic as well as promote the absorption and information processing (Marshall, 2002). The Arousal Theory addresses how the messages contained in the video instruction materials evoke varying degrees of emotions and how the learners behave while they are in this state. The Short-Term Gratification Theory Marshall’s second theory that addresses the affective and motivational elements such as concentration, perseverance and enthusiasm. The last theory of Marshall is the Interest Simulation Theory that deals with how videos promote learning by evoke a learner’s interest on the topic. The part of the brain that processes visual messages is different from the one that processes both text and linguistic ones. The previous studies have found that the limbic system is important in responding to visual messages by triggering emotions, impulses and instincts which in turn influenc...