The Science of Instruction: Making Video Work Well

In this short video, one of three in a series on the textbook ELearning and the Science of Instruction by Ruth Covlin Clark & Richard E. Mayer, Dann Hurlbert digs into how these important concepts should impact instructional video production.  The book is an in-depth, research-based look into best practices surrounding using audio and visuals in e-learning.  Elearning is only a part of its application, though.  These principles are also highly applicable for those creating instructional videos for flipped classrooms or other hybrid teaching styles.  In this first video, Dann relays how best to use the dual channels (audio and visuals) to make his or her instructional videos more engaging and more effective. To learn more about Dann and Carleton College’s Academic Technology department, visit https://www.carleton.edu/academic-technology/aboutus/

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Dann Hurlbert

Media & Design Specialist at Carleton College
Dann Hurlbert is Carleton College's Media & Design Specialist, and he works directly with faculty to develop effective instructional videos and to evaluate associated learning and video effectiveness. Dann also supervises 30 students and manages Carleton's campus Event Video Production. Prior to Carleton, Dann spent 15 years teaching video production and theatre and worked as a professional actor and director — appearing in 50+ television commercials and nearly that many stage productions. His MFA thesis included producing an instructional video entitled How to Write and Produce Your Own High School Musical, which is currently being distributed through Films Media Group. He’s got a certificate in online teaching through UW Stout and has loads of experience as both a face-to-face and online instructor. He also designed and manufactured the Little Prompter, a personal teleprompter that helps educators easily create and flawlessly delivery their own video content. The LP2 is now available on Amazon and littleprompter.com You'll often hear Dann advocate for the use of video . . . but only when it's both engaging and developed with assessment in mind.

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