Do you ever find yourself feeling stuck on a creative project? I have, and I have been experimenting with ways to energize my creativity and innovation. I decided to put together a video with the intent to inspire creativity. My thought was that having a video with (a) inspiring music, (b) beautiful, stimulating scenery, and (c) motivating words and quotes might help a person change their emotional and intellectual state and enjoy improvements in creativity and innovation. Take a look at the video below - what do you think?
Showing posts with label video. Show all posts
Showing posts with label video. Show all posts
Monday, February 1, 2021
Wednesday, March 18, 2015
Video Interview with Dean Barb Fennema
I recently interviewed Dr. Barb Fennema, the Dean of the International Institute for Innovative Instruction (i4). She describes some of her own work as an instructional designer, the history of instructional design at Franklin University, and some of the great things that i4 is doing for higher education.
Friday, April 19, 2013
Times Tables Video
Here is a video that I created that teaches the 3 times tables. It's my first video for children, and hopefully it will be useful. I'll describe my thinking and the background of the video below. I plan to make more videos as I see how this one works.
My Daughter
I have been working with my daughter on the times tables. One of the things I have realized is that learning the times tables requires two different capacities: (1) the ability to calculate each of the calculations (e.g. 2 X 7) and (2) the ability to simply memorize the correct answer (in my daughter's case, this means memorizing calculations for numbers 1 through 12).
Categorizing these Capacities
I would categorize the calculations capacity as a cognitive skill and the memorization as more of a behavioral response. Because they are fundamentally different types of capacities, they require different instructional practices. The cognitive skill of calculating probably requires lots of explanation, examples, practice and feedback, and lots of hand on activities. In contrast, the memorization simply requires drill and practice through rote memorization. Both are important - the ability to calculate is important for later math skills, and the memorization skill aids greatly in the ability to move quickly with more complex calculations.
I noticed that my daughter was doing great with the calculations but hadn't yet started memorizing the times tables very well. She struggled for a while, but when we changed our strategy to one of direct memorization with drill and practice, and she memorized a dozen calculations in about 40 minutes. I decided to put together this video as a way to further enhance her memorization. I think that this video will work best if we alternate between watching the video a few times (demonstration) and practice with flash cards (application and feedback).
We'll see how it goes...
My Daughter
I have been working with my daughter on the times tables. One of the things I have realized is that learning the times tables requires two different capacities: (1) the ability to calculate each of the calculations (e.g. 2 X 7) and (2) the ability to simply memorize the correct answer (in my daughter's case, this means memorizing calculations for numbers 1 through 12).
Categorizing these Capacities
I would categorize the calculations capacity as a cognitive skill and the memorization as more of a behavioral response. Because they are fundamentally different types of capacities, they require different instructional practices. The cognitive skill of calculating probably requires lots of explanation, examples, practice and feedback, and lots of hand on activities. In contrast, the memorization simply requires drill and practice through rote memorization. Both are important - the ability to calculate is important for later math skills, and the memorization skill aids greatly in the ability to move quickly with more complex calculations.
I noticed that my daughter was doing great with the calculations but hadn't yet started memorizing the times tables very well. She struggled for a while, but when we changed our strategy to one of direct memorization with drill and practice, and she memorized a dozen calculations in about 40 minutes. I decided to put together this video as a way to further enhance her memorization. I think that this video will work best if we alternate between watching the video a few times (demonstration) and practice with flash cards (application and feedback).
We'll see how it goes...
Tuesday, October 16, 2012
Video - What Does an Instructional Designer Do? 5000 Views
Several months ago I uploaded together a video that describes in basic terms what an instructional designer does. It has been viewed over 5000 times in the last 10 months, so I thought it would be fun to repost the video here.
Friday, August 24, 2012
New Video: What is human performance technology?
In our work at Franklin University in the MS Degree in Instructional Design and Performance Technology, we recently produced a a video that describes what human performance technology is:
Thursday, August 9, 2012
New Videos: Explaining Instructional Design
I have been working on developing some multimedia for the IDPT Program at Franklin University. We have put together a couple of videos that introduce instructional design. They should give a nice overview of some of the basic concepts of instructional design. Enjoy!
Instructional Design Process
What is Instructional Design?
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