Author Archives: Julie Jacobs

Visual Instructor Presence in Lecture Videos: Is Cognitive Load a Concern?

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By: Julie Jacobs, Jana King, Dana Simionescu, Tianhong Shi

Overview

A recent scenario with our course development team challenged our existing practices with lecture media. Formerly, we had encouraged faculty to include only slides with narration in their lecture videos due to concerns about increasing learners’ cognitive load. Students voiced their hope for more instructor presence in courses, and some instructors started asking about including video of themselves inserted into their lectures. This prompted us to begin thinking about instructor presence in lecture videos more deeply: why were we discouraging faculty from including their faces in lecture videos? While our practices were informed by research-based media theory, we also recognized those theories might be outdated. 

We began to explore the latest research with the following question in mind: does visual instructor presence in lectures increase extraneous cognitive load in learners? We use the phrase “visual instructor presence” to refer to lecture videos where an instructor’s moving image is seen giving the lecture, composited together with their slides. This technique is also commonly referred to as “picture-in-picture”, as seen in the image below.

Image 1: Adam Vester, instructor in College of Business, in his lecture design for BA 375 Applied Quantitative Methods.

A task force was created to review recent research on visual instructor presence and cognitive load, specifically in lecture-type videos. Our literature review included a look at leading multimedia learning scholar Richard E. Mayer’s newest group of principles. We also reviewed more than 20 other scholarly articles, many of which were focused on learner perception, motivation & engagement, and emotion. 

Findings

According to recent work in multimedia learning, research in this area should focus on three areas, namely learning outcomes (“what works/ what does not work?”), learning characteristics (“when does it work?”), and learning process (“how does it work?”) (Mayer, 2020). Below are our conclusions from the 23 research articles we reviewed regarding instructional videos, attempting to answer the above questions of “what works”, “when does it work”, and “how does it work”.  

  1. This review of recent literature shows no evidence that visual instructor presence increases extraneous cognitive load. 
  2. Students tend to prefer lectures with visual instructor presence – they report increased satisfaction and better perceived learning, which can boost motivation and engagement. 
  3. While some studies find no difference in performance outcomes when visual instructor presence is utilized, others found increased performance outcomes with visual instructor presence. Proposed explanations: embodiment techniques such as gestures, eye contact, and body movement which fosters generative processing (the cognitive processes required for making sense of the material); social cues can help direct the learners’ attention; increased motivation (as per point 2 above) contributes to better learning. 
  4. The effects may depend on the specific type of visual instructor presence (e.g., small picture-in-picture, green-screen, or lightboard) and the characteristics of the content (complex/difficult vs simpler/easier). 

Recommendations

Based on these findings, our team has decided to remove the default discouragement of instructors wishing to use picture-in-picture in lectures. If an instructor is interested in having their visual presence in the lectures, we encourage them to discuss this option with their Instructional Designer and Lecture Media Coordinator to determine if this style is a good fit for them and their content.

Image 2: Bryony DuPont, associate professor of Mechanical Engineering, utilizing visual instructor presence in her lecture design for ME 382 Introduction to Design.

We recommend considering the following points:

  • What is their presentation style? Do they tend to spend a lot of time talking over a slide or is there a lot of text or other action (e.g. software demo) happening in the video? If there’s a lot happening on the screen, perhaps it’s better to not put their video on top of it (the instructor video could be placed only at the beginning and/or end instead).
  • What type of content? Is it simple or more complex? For more visually complex content, a lightboard or digital notation without picture-in-picture may work better, to take advantage of the dynamic drawing principle and the gaze guidance principle. 
  • Is it a foreign language course? If so, it’s likely helpful for the learners to see the instructor’s mouth and body language. 
  • Is the instructor comfortable with being on video? If they’re not comfortable with it, it may not add value. This being said, our multimedia professionals can help make instructors more comfortable in front of the camera and coach them on a high-embodied style of lecturing. 

Since implementing these guidelines and working with an increased number of lectures with visual instructor presence, we also noticed that it works best when the instructor does not look and sound like they’re reading. Therefore, for people who like working with a script, we recommend practicing in advance so they can sound more natural and are able to enhance their presentation with embodiment techniques.

We would love to hear about your opinions or experiences with this type of video. Share them in the comments!

For a detailed summary of our findings and full citation list, please see the full Literature Review.

You Are Here: The Importance of Course Mapping

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Image by: pingebat, licensed from Adobe Stock

As higher-ed professionals involved in course design, we have the honor, privilege, and responsibility of shaping the learning experiences for countless students. Among the many tools at our disposal, course mapping stands out as a fundamental technique that deserves a spotlight. Couse mapping fosters clarity, and showcases alignment between the learning outcomes/objectives and course materials, assessments and activities. In this blog post, we will explore the importance of course mapping in online higher-ed courses, highlighting its role in meeting the new requirements in the recently updated Quality Matters (QM) rubric 7th edition. Join us as we delve into the transformative power of course mapping, benefiting course developers, instructors, instructional designers, and learners alike.

The Big-Picture:

The updated QM rubric (7th edition) recognizes the strength of course maps as a design tool, and has now made them a required element for course review. To quote the QM rubric update workshop (2023), “the course map must include all of the following components mapped to one another so the connection between them is apparent: course learning [outcomes/] objectives, module learning outcomes/objectives, assessments, materials, activities, and tools.” At its core, course mapping involves creating a visual representation of the entire course curriculum, breaking it down into manageable units, and illustrating the relationships between various components. This visual often takes the form of a table, but many variations exist. Course mapping is a holistic approach, which provides a roadmap for instructors, course developers, and designers to create a comprehensive, cohesive and well-structured learning experience; and for students to easily navigate and find the content and assignments. By explicitly relating the aforementioned course components, course maps simply demonstrate alignment and make clear the purpose of each element as part of the larger picture. 

Orchestrating a Symphony of Learning & Student Success:

With the implementation of the new QM rubric (7th edition), course mapping has gained significant prominence as a means of ensuring alignment and coherence across the curriculum.  By mapping out the weekly outcomes/objecives, learning activities, materials, tools, and assessments, instructors can ensure that each component of the course aligns with the overall outcomes/objetcives. This process can highlight pathways for students to progress logically through the content. Additionally, course mapping facilitates coordination among multiple instructors or instructional designers involved in a course, enabling a consistent design and a more harmonic learning experience for students. Much like a conductor of an orchestra, a course map provides the nuanced direction to each section. Harmony in a design means that elements are unified. Learners benefit from this because they more clearly connect their learning activities with a specific purpose. 

By imbuing the many learning activities with clear purpose (alignment to the outcomes/objectives), learners understand the work they are being asked to complete.  Mapping out course activities also provides instructors with a high-level view of their course, which helps ensure a balanced distribution of learning strategies, which can help accommodate a variety of learning needs. As a result, students are more likely to be engaged, motivated, and empowered to take ownership of their learning, which can lead to improved learning. Course maps act as a first step towards transparent course design, which empowers learners to take initiative and work through problems independently. If we give them all the pieces and help them make connections, they can forge their own pathway to success.

Efficiency and Continuous Improvement:

Course mapping also acts as a vehicle for efficiency and continuous improvement in higher education courses. By visualizing the entire course, instructors and instructional designers can identify potential gaps, redundancies, or misalignments, leading to more effective course revisions. Moreover, the iterative nature of course mapping promotes reflection and collaboration among course developers, instructors, instructional designers, and course reviewers, fostering a culture of continuous improvement. 

Additionally, for instructors the course map then acts as a blue print for the course, which can enhance the connection between the course elements, which can also be helpful if course outcomes/objectives need to change. For instance, courses with detailed maps might be more efficiently adapted, as instructors can easily identify parts of their courses that will need to change and know where to focus their energy.

Assessment and Accreditation – Meeting Quality Standards:

Accreditation bodies and quality assurance agencies like QM place a strong emphasis on clearly defined learning outcomes/objectives and assessment strategies. Course mapping provides a comprehensive framework for demonstrating alignment with quality standards or accreditation competencies. By mapping learning outcomes/objectives to assessments, instructors can provide evidence of student achievement and ensure that all necessary areas are adequately covered. This not only satisfies accreditation requirements but also enhances transparency and accountability within the course, program, and even the institution. At OSU Ecampus, we use the Ecampus Essentials list to ensure we are creating high-quality online and hybrid learning experiences. All Ecampus courses are expected to meet the essential standards and are strongly encouraged to meet the exemplary standards.

Conclusion:

As higher education professionals, we have a shared responsibility to provide transformative courses and programs that prepare learners for the challenges of the future. Course mapping stands as a crucial tool in achieving this goal by fostering alignment, engagement, and continuous improvement. As the new Quality Matters (QM) rubric (7th edition) recognizes, course mapping is an essential practice in creating intentional and effective courses. By investing time and effort in course mapping, instructors and instructional designers can craft coherent and purposeful learning experiences that empower students and maximize their potential for success.

Let’s embrace course mapping as a tool for success in online higher education, ensuring that our courses are meticulously crafted, intentional, and impactful. 

Course Mapping Tools:

  1. The Online Course Mapping Guide
  2. OSU Ecampus Course Planning Chart
  3. Berkeley Digital Learning Services Course Map Template (Public Use)
  4. University of Arizona Course Map Templates

Course Map Samples Shared in the QM Rubric Update:

  1. ACCT 3551 Course Map
  2. Course Alignment Map for HIS 121 American History to 1865

References:

Beckham, R., Riedford, K., & Hall, M. (2017). Course Mapping: Expectations Visualized. Journal for Nurse Practitioners, 13(10), e471–e476. https://doi.org/10.1016/j.nurpra.2017.07.021 

Digital Learning Hub in the Teaching + Learning Commons at UC San Diego. (n.d.). What is a Course Map? The Online Course Mapping Guide. Retrieved July 5, 2023, from https://www.coursemapguide.com/what-is-a-course-map

Quality Matters. (2023, May 22). QM Course Worksheet, HE Seventh Edition. Retrieved July 5, 2023, from https://docs.google.com/document/d/16d1mDaII_kgXvyjeT_brn-TKqACnr_OY_D_r5SnJlC0/edit 

Spring Cleaning for Your Courses:  Sometimes Less is More

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Image by Benjamin Abara from Pixabay 

My family and I were preparing for a move. We packed up some of our things, removing extraneous items from our walls and surfaces and preparing our house to list and show. Not willing to part with these things, we rented a small storage unit to temporarily warehouse all this extra “stuff.” Well, as it turned out, we ended up not moving at all, and after a few months went to clear out the storage unit and retrieve our extra things. The funny thing was, we could hardly remember what had gone in there, and as it turns out, we did not miss most of the items we had packed away. We ended up selling most of what was in that storage unit, and shortly thereafter, we did even more “spring cleaning.” One of the bedrooms, which also doubles an office, needed particular attention. The space was dysfunctional, in that multiple doors and drawers were blocked from fully opening. After a little purging and reorganization this room now functions beautifully, with enough space to open every door and drawer. I have been calling this process “moving back into our own house,” and it’s been a joy to rethink, reorganize, and reclaim our living spaces.

Course Design Connection

As I have been working with more instructors who are redeveloping existing courses, I have been trying to bring this mindset into my instructional design work. How can we reclaim our online learning spaces and make them more inviting and functional? How can we help learners open all the proverbial doors and operate fully within the learning environment? You guessed it: While our first instinct might be to add more to the course, the answer might lie in the other direction. With a little editing and a keen eye on alignment, we can very intentionally remove things from our courses that might be needless or even distracting. We can also rearrange our pages and modules to maximize our learner’s attention.

Memory and Course Design

Our working memories, according to Cowan (2010), can only store 3-5 meaningful items at a time. Thus, it becomes essential to consider what is genuinely necessary on any given LMS page. If we focus on helping learners to achieve the learning outcomes when choosing the content to keep in each module, we can intentionally remove distractors. There can be a place for tangential or supplemental information, but those items should not live in the limelight. To help get us started on this “cleaning process,” we can ask ourselves a few simple questions. Are there big-ticket items (assignments, discussions, readings) that are not directly helping learners reach the outcomes? Are we formatting pages and arranging content in beneficial and progressive ways? Might we express longer bodies of text in ways that are more concisely or clearly? Can we break text up with related visuals? Below are some tips to help guide your process as you “clean” up your course and direct your learners where to focus.

Cut out the Bigger Extraneous Content

It is simple to assume that for your learners to meet the course outcomes, they must read and comprehend many things and complete a wide variety of assignments. When planning your learning activities, it’s crucial to keep in mind the limits of the brain and also that giving learners opportunities to practice applying content will be more successful than asking them to memorize and restate it. For courses with dense content, lean into your course outcomes to guide your editing process. Focusing on the objectives can help you remove extraneous readings and activities.  This will allow your learners to concentrate on the key points. (Cowden & Sze, 2012)

Review Instructions

For the items you choose to keep in your course, reviewing assignment instructions, and discussion prompts is helpful.  Consider inviting a non-expert to read these items.  An outside eye might help you to simplify what you are asking your learners to accomplish by calling to your attention any points of confusion. You may be tempted to add more detail, but try to figure out where you can remove text when possible. Why use a paragraph to explain something that only needs a few sentences? Simplifying your language can enable learners to get to the point faster. (For more on this, see the post by intern Aimee L. Lomeli Garcia about  Improving Readability). When reviewing your instructions and prompts, think about what learners want to know:

·       What should they pay attention to?

·       Where do they start?

·       What do they do next?

·       What is expected?

·       How are they being assessed/graded?

(Grennan, 2018)

Utilize Best Practices for Formatting

Use native formatting tools like styles, headers, and lists to help visually break up content and make it more approachable. Here are some examples:

If I were to list my favorite animals here without a list, it would look like this: dogs, turtles, hummingbirds, frogs, elephants, and cheetahs. 

Suppose I give you that same list using a header and number list format. In that case, it becomes much easier to digest mentally, and it looks nicer on the page:

Julie’s Favorite Animals

  1. Dogs
  2. Turtles
  3. Hummingbirds
  4. Frogs
  5. Elephants
  6. Cheetahs

Provide High-Level Overviews

If an assignment does need a more thorough explanation, and your instructions are running long, you can always create a high-level overview, calling out the main points of the page. You could place this in a call-out box or its own section (preferably at the top). This is where learners can quickly look for reminders about what to do next and how to do it. Providing a high-level overview alongside detailed instructions will cater to a variety of learning preferences and help set up your learners for success.

Module Organization

Scaling up beyond single pages and assignments to module organization, consider the order you want learners to encounter ideas and accomplish tasks. Don’t be afraid to move pages around within your modules to help learners find the most efficient and helpful pathway through your material (Shift Elearning, n.d.).

Wrapping It Up

The culture of “more is better” is pervasive, and it’s almost always easier to add rather than to remove information. In online learning, when we buy into the “culture of more” we can impede the success of our learners. But more isn’t always better; sometimes more is just more. Instead, don’t be afraid to dust off that delete button and start reclaiming and reorganizing your course for ultimate learner success. Sometimes less is best. For more on the art of subtraction, see Elisabeth McBrien’s blog post from February of 2022.

References

Cowan, N. (2010). The magical mystery four. Current Directions in Psychological Science, 19(1), 51–57. https://doi.org/10.1177/0963721409359277

Cowden, P., & Sze, S. (2012). ONLINE LEARNING: THE CONCEPT OF LESS IS MORE. Allied Academies International Conference.Academy of Information and Management Sciences.Proceedings, 16(2), 1-6. https://oregonstate.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/online-learning-concept-less-is-more/docview/1272095325/se-2

Grennan, H. (2018, April 30). Why less is more in Elearning. Belvista Studios – eLearning Blog. Retrieved April 4, 2023, from http://blog.belvistastudios.com/2018/04/why-less-is-more-in-elearning.html

Lomeli Garcia, A. L. (2023, January 17). Five Tips on Improving Readability in Your Courses. Ecampus Course Development and training. Retrieved April 4, 2023, from https://blogs.oregonstate.edu/inspire/2023/01/17/five-tips-on-improving-readability-in-your-courses/

McBrien, E. (2022, February 24). Course design challenge: Try subtraction. Ecampus Course Development and training. Retrieved April 4, 2023, from https://blogs.oregonstate.edu/inspire/2022/02/24/course-design-challenge-try-subtraction/

Parker, R. (2022, June 30). Why less is more for e-learning course materials. Synergy Learning. Retrieved April 4, 2023, from https://synergy-learning.com/blog/why-less-is-sometimes-more-when-it-comes-to-your-e-learning-course-materials/

Shift Elearning. (n.d.). The art of simplification in Elearning Design. The Art of Simplification in eLearning Design. Retrieved April 4, 2023, from https://www.shiftelearning.com/blog/the-art-of-simplification-in-elearning-design

University of Waterloo, Queen’s University, & University of Toronto; and Conestoga Colleg (n.d.). Module 3: Quality course structure and content. In High Quality Online Courses . essay, Pressbooks Open Library, from https://ecampusontario.pressbooks.pub/hqoc/chapter/3-1-module-overview/

Gratitude and Gourds

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Research and strategies for implementing gratitude interventions in higher-education.

Every November for the past few years, my family takes a small uncarved pumpkin (leftover from Halloween), and we use it as a canvas. Every night after dinner we each write a word or phrase naming something we are thankful for that day. We have only one rule; you cannot repeat something already on the list. On Thanksgiving, we go back and read aloud all the things we have been grateful for throughout November, making  us laugh, reminisce, and feel full emotionally (on top of our full bellies). This practice of gratitude is simple, yet I find that as the list on the pumpkin grows each night, I feel a little happier and a little more content with my life. In reflecting on what we are grateful for, saying it out loud, and writing it down, we are allowing it to take up presence in our consciousness. By creating this space in our day for gratitude to flourish, we are exemplifying an important life practice. And as the word “practice” indicates, gratitude is a skill we can learn, hone, and grow. There is mounting scientific evidence that gratitude can serve as a major contributor to mental health, and there is a growing body of research related specifically to gratitude interventions in higher-ed.  

Whether we are faculty, staff, students, administrators, or leaders in the world of higher-ed, we are pulled in many different directions, wear many different hats, and have many competing demands. It is no wonder we often forget to pause and take stock of all the manythings for which we are grateful. How can we bring the practice of gratitude into our classes (regardless of the modality)? And further, why does it matter? What does the research have to say about gratitude and our health? What place does gratitude have in higher-ed? Let’s dive in and explore this topic through an evidence-based lens and then end with some easy ways to embody and enact gratitude in our higher-ed courses.

It may be helpful to define gratitude scientifically. A recent meta-analysis of gratitude and health characterizes gratitude as both a state and a trait. A state of gratitude is an emotional experience where we find value in something and realize that it has a positive outcome from outside of ourselves. Gratitude as a trait can be seen as a broader worldview, where one is more likely to observe and appreciate the good things in life. People who display trait gratitude tend to feel more fulfilled and have a greater ability to enjoy life’s simple pleasures. In either case, those who exhibit and experience gratitude often are more likely to show pro-social behavior and act with reciprocity. Researchers theorize that these behaviors help explain why gratitude is beneficial to both our physical and mental health. While the evidence that gratitude changes physical health is sparse in the literature, many studies demonstrate that gratitude (and specifically gratitude interventions) are associated with improved emotional well-being. Not surprisingly and likely linked, higher gratitude practice also facilitates social well-being. (Jans-Beken et al.,2019)

For those who wonder why gratitude is such a powerful tool emotionally and socially, Algoe (2012) posits that gratitude promotes opportunities to (1) establish new interpersonal connections, (2) remember extant social ties, and (3) maintain existing social relationships. It is no surprise that in the wake of the COVID-19 pandemic, learners are more likely to experience stress and anxiety at higher rates. The pandemic interrupted our lives and our ability to be regularly social. College students have expressed increased rates of stress, anxiety, and depression, even as we have moved out of isolation (Jiang et al. 2022). Thus, it is important to note that dozens of research studies from the past ten years have correlated gratitude interventions with positive effects on our emotions, specifically helping to reduce stress and anxiety. Gratitude interventions could be a game-changer in higher-ed, as it stands to reason that learners who are less anxious and stressed will likely experience better learning outcomes (Hysenbegasi et al., 2005).

Many of the studies specific to gratitude interventions in college classes have shown that learners not only perform better in the course but also leave the course with more positive emotions, which can spill over into other aspects of the learners’ lives (Datu & Bernardo, 2020; Datu et al., 2022; Gleason, 2022, Grier & Morris, 2022). So what does it mean to have a gratitude intervention? In most cases, it was as simple as the researchers/instructors offering a weekly gratitude journal assignment. These low-stakes opportunities allowed learners to reflect on their lives and simply list a few (usually five) things/events/people for which they were grateful. Other interventions included writing letters of gratitude or attending one-time gratitude workshops. While these kinds of assignments might not be a fit for every class, there can certainly be a place for such interventions on occasion.  Student success teams could encourage these practices outside of class time, or provide gratitude workshops. Faculty could demonstrate and allow time for such practices in their high-stress courses. Online course designers could conclude modules or weeks with simple gratitude surveys. If we can help our learners to reflect on their lives with a gratitude lens, we might all benefit.

So, it turns out that my family’s little Thankful Pumpkin was onto something. My feelings of contentment after each night of adding gratitude to our gourd stems from something more profound. This little pumpkin is my family’s gratitude intervention, and now I want to figure out how to keep us all practicing and honing this skill all year long. So, if you have made it to the end of this blog post, I want to say thanks. Thanks for reading, and thanks for considering this blog post worthy of your precious time.  I am grateful that you are here. I hope that you are grateful for this message and will consider how you can carry it forward in your life and your work.

References

  • Cownie, F. (2016) Gratitude: does it have a place within media-practice education?, Journal of Media Practice, 17(2-3), 168-185, DOI: 10.1080/14682753.2016.1248192
  • Datu, J. A. D., & Bernardo, A. B. I. (2020). The Blessings of Social-Oriented Virtues: Interpersonal Character Strengths Are Linked to Increased Life Satisfaction and Academic Success Among Filipino High School Students. Social Psychological and Personality Science, 11(7), 983–990. https://doi.org/10.1177/1948550620906294
  • Datu, J. A. D., Valdez, J. P. M., McInerney, D. M., & Cayubit, R. F. (2022). The effects of gratitude and kindness on life satisfaction, positive emotions, negative emotions, and COVID-19 anxiety: An online pilot experimental study. Applied Psychology: Health and Well-Being, 14(2), 347– 361. https://doi.org/10.1111/aphw.12306
  • Ge, J. S., Berger, E. J., & Major, J. C., & Froiland, J. M. (2019, June), Teaching Undergraduate Engineering Students Gratitude, Meaning, and Mindfulness Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2—33358
  • Geier, M. T., & Morris, J. (2022). The impact of a gratitude intervention on mental well-being during COVID-19: A quasi-experimental study of university students. Applied Psychology: Health and Well-Being, 14(3), 937– 948. https://doi.org/10.1111/aphw.12359
  • Gleason, L.U. (2022). Gratitude Interventions in a Biology Course to Foster Student Persistence and Success. CourseSource 9. https://doi.org/10.24918/cs.2022.41
  • Henry D. Mason (2019) Gratitude, well-being and psychological distress among South African university students, Journal of Psychology in Africa, 29(4), 354-360, DOI: 10.1080/14330237.2019.1647492
  • Hysenbegasi, A., Hass, S. L., & Rowland, C. R. (2005). The impact of depression on the academic productivity of university students. The Journal of Mental Health Policy and Economics, 8(3), 145–151.
  • Jans-Beken, L.,  Jacobs, N., Janssens, M., Peeters, S., Reijnders, J., Lechner, L., & Lataster, J. (2020) Gratitude and health: An updated review, The Journal of Positive Psychology, 15(6), 743-782, DOI: 10.1080/17439760.2019.1651888
  • Jiang, Z., Jia, X., Tao, R., & Dördüncü, H. (2022). COVID-19: A Source of Stress and Depression Among University Students and Poor Academic Performance. Frontiers in public health, 10, 898556. https://doi.org/10.3389/fpubh.2022.898556
  • Nicole T. Gabana, Jesse Steinfeldt, Y. Joel Wong, Y. Barry Chung & Dubravka Svetina (2019) Attitude of Gratitude: Exploring the Implementation of a Gratitude Intervention with College Athletes, Journal of Applied Sport Psychology, 31:3, 273-284, DOI: 10.1080/10413200.2018.1498956
  • Yoshida, M.(2022) Network analysis of gratitude messages in the learning community. Int J Educ Technol High Educ 19(47). https://doi.org/10.1186/s41239-022-00352-8