I decided to update my tutorial on opening the battery health report on Windows 10. so it follows some recommendations made by Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML). One of my main goals is to make my content more understandable for my audience as I tend to only create content that is helpful for myself. The first major change I made was to add text on the screen to indicate what step I am performing. This change falls into the exception of the Redundancy principle as the text is short and highlights the main actions of the tutorial. It also fulfills the spatial contiguity and Temporal contiguity principles as words and pictures are presented at the same time as the narration.
Subtitles were added so viewers who are hearing impaired, or can not use speakers can still follow my tutorial. Subtitles also give me another chance to be more clear with my words as I can correct any mistakes in my narration.
The Segmenting Principle was fulfilled on timestamps added for all steps in the process on YouTube, but the pacing of my tutorial may not have been narrated at a learning pace. However, students are free to pause and go back one section if they did not understand.
Some more improvement I could have made were:
- Zooming in even more when typing in the command in Windows Powershell so it would be more readable. (limitation of Video Editor)
- Having bolded words or highlights when adding text to video (limitation of video editor)
- Introducing all concepts and terms at the beginning of the video. This may include going more in depth on the importance of the Administrator role and how to switch your account to Administrator (Pretraining Principle)
- The positioning of the instructions could have been better (Limitation of Video Editor)
Overall, there were improvement thats made that help learners follow along and learn easily. There are still some aspects that could liven the experience even more, but I was limited by the software I was using.
| Reducing Extraneous Processing | |
| Coherence | Addressed |
| Signalling | Addressed, Could be improved |
| Redundancy | Addressed |
| Spatial Contiguity | Addressed |
| Temporal Contiguity | Addressed |
| Managing Essential Processing | |
| Segmenting | Addressed, Could be improved |
| Pretraining | Not Addressed, needs addition |
| Modality | Addressed |
| Fostering Generative Processing | |
| Multimedia | Addressed |
| Personalization | Could be improved |
References
Mayer, R. E. (2011). Cognitive Theory of Multimedia Learning. Cognitive Theory of Multimedia Learning – ETEC 510. http://etec.ctlt.ubc.ca/510wiki/Cognitive_Theory_of_Multimedia_Learning.
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