“In addition to enhancing learning, video can also reduce training time. It’s easier and takes less time to watch a well-made video than it does to read through pages of dense text or complicated diagrams to grasp a concept.”
Andy Cole (Via Brainshark; originally included in The Benefits of Video in eLearning)
In my last post, we explored some benefits of using scenarios in eLearning. Today, we will examine the value of learning with interactive videos using PlayPosit. If you’re not familiar with PlayPosit, it’s an online environment used to create and share interactive video lessons.
According to Raptivity (2015), interaction occurs in an interactive video when “the learner is shown a video that pauses at set intervals to reveal either additional information or questions to test knowledge. It actively involves learners during a video and gives them feedback whenever required.”
Our team had the opportunity to create an interactive video for an eLearning module we developed for a presentation at the 2017 Michigan OER Summit. Our module used open educational resources (OER) to help learners discover the importance of APA style and how to apply it to their writing.
We used PlayPosit to build an interactive video. A library had shared the original video about APA Style under a Creative Commons (CC) License. The content was fantastic and covered the criteria that we planned to examine in our module. As a result, we were able to create the questions that we wanted to infuse in the PlayPosit to test learner’s knowledge.
After the video showed pertinent information about APA, the video prompted learners to pause and answer a question to test their knowledge.
Interactive Video and Learning Theory
Interactive video learning is anchored in two learning theories: Social Cognitive Theory (SCT) and vicarious learning. SCT is the foundation of interactive video learning and the basis of situated learning, which is where scenario based learning comes from. Vicarious learning means we observe a skill or watch information and then we have a chance to test our knowledge or apply the skill that we’ve learned.
As professionals committed to helping others learn, we want our learners to feel engaged with the content presented to them. We hope that learners will discover the need, value, and relevance of what they learn and then apply it to their lives.
These ideas are the focus of Malcolm Knowles’ Adult Learning Theory, which we applied in the eLearning example about interactive video. The following andragogic principles are also present in our example:
- Learners have the opportunity to absorb information in the context of figuring out a problem.
- Learners are immersed in activities that enable them to tie the subject matter to the application.
The benefits to using interactive video for learning, especially in higher education, include:
- It facilitates active learning.
- It engages by grabbing and retaining the learner’s attention.
- It more clearly displays complex subject matter.
- It supplies learners with immediate feedback.
- It easily presents simulations.
- It’s easier for learners to identify and discuss gaps/problems with peers.
Based on these advantages, it’s clearly valuable to use interactive video for learning.
Interactive Video Using PlayPosit
As an educator, you can sign up and take advantage of PlayPosit’s free options including Multiple Choice and Pause and Play. Here are a few ways that you can get started with interactive videos for learning:
- Turn an existing static PowerPoint into an engaging narration. The narration can then be turned into an interactive video.
- Search the Public Domain and OER repositories for content your learners need to know. Look for content with a CCO license, which allows you to modify the content.
PlayPosit is a great tool for creating your first interactive video. Why not give it a try?
Are you a learning theory addict? Do you use interactive videos in your eLearning? Have you ever used PlayPosit to engage your learners? Tell us about your experiences in the comments section below.
References
Cournoyer, B. (2017). 12 quotes on why video works for eLearning. Brainshark.
Creative Commons. (2017). “No Rights Reserved”. [online] Available at: https://creativecommons.org/share-your-work/public-domain/cc0/
Culatta, R. (2015). Situated Learning (J. Lave). Instructional Design.org
PlayPosit. (2017). highered. [online] Available at: https://www.playposit.com/learn/highered
Learning by watching: Social cognitive theory and vicarious learning. (2015). [Blog] Origin Learning. Available at: http://www.elearninglearning.com/learning-theory/interactive/?open-article-id=3359362&article-title=learning-by-watching–social-cognitive-theory-and-vicarious-learning&blog-domain=originlearning.com&blog-title=origin-learning
Pappas, C. (2017). The Adult Learning Theory – Andragogy – of Malcolm Knowles. [online] eLearning Industry. Available at: https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
What is OER? (2017). [Blog] Education Week. Available at: http://www.edweek.org/ew/articles/2017/03/29/what-is-oer-5-questions-about-open-oer.html
Model eLearning 
Hi, I’d like to give this a go but am a bit wary of our cohort being put off by the length of a long video. Generally anything over 2 minutes is not touched despite being recommended by academic staff, linked to content/assessment… do you have any advice on this?
Hi Rowena. You don’t have to have a long video—the video can be as long as you need it to be. For example, you could use a short video for mircro-learning. Learners can watch a video that’s 1-2 minutes and then answer a question about the content or skills they should have learned. For example, if you have a narrated slideshow you could use an interactive video to do a knowledge check on information presented in one or two of the slides. I hope you find this useful! Tara
Thanks Tara, I will give it a go 😊