![Poster image](https://videothumbcdn.prezi.com/kmszhmp_b5ey/thumbnail.0000002.jpg)
Audio Transcript Auto-generated
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Hi everyone teacher paul with crazy. Again,
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let's talk about the use of visuals in our classroom videos and
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are seven tips infographic which is linked below in the description,
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we mentioned that it's a good idea to use visuals but
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we didn't get into the how and why of it.
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So let's dig in.
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Each one of these paintings tells a different story while
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they are all female appearing faces looking at us,
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each contains its own narrative and different meaning.
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There's
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fear, there's sadness, there's power, there's vulnerability and strength.
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Each conveys its own meaning
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and the visuals that we use in presenting perhaps
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not as artistic as these,
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but each one of those visuals we use conveys meaning also, even the most simple ones,
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like those icons and those graphic clip art.
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When we create our own presentations and videos,
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we need to be aware of the visuals we use and how they convey or confused meeting,
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especially when placed in the context of verbal and textual content
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and especially when it comes to learning,
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Professor Richard, mayor of the University of California santa.
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Barbara established a set of principles based
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on cognitive research on how pictures,
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text and speech interact to produce.
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Meeting right off the bat.
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Mayors research shows that video is the most effective for learning
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and it reflects his modality principle
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and it states
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that spoken word is easier to comprehend than written word.
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It just is, however videos, effectiveness is determined by how it employs
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auditory and visual elements.
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Those things must come together seamlessly or meaning can get confounded.
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Um and really hard for for someone to follow or they
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might go in a different direction and not comprehended at all.
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Um so I've organized Maier's work under three reasons why we use visuals,
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there's relevancy.
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We want to point out things within uh an image of some
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sort or add to what we're talking about in a relevant way.
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We want to add to the meaning of it
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and we also want to add to the focus of whatever is presented.
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Let's start with relevancy and the spatial principle.
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Use visuals and images that initially support your
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message before adding anything to the slides.
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That's aesthetic.
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Images are sometimes used just to fill the white space and that's fine.
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However,
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it works best if the visuals you choose are
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relevant to the content and concepts you're addressing.
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You want to alert people as to the relevancy of your
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points by placing text and images next to each other.
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Especially see how this gift and that sort of jellyfish tentacles at work,
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explain what's going on here.
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Now notice that
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if I spatially move jellyfish tentacles to a different location,
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it becomes harder to make sense of really what's going on.
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So you want this to be more down here
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in order for people to get clarity more efficiently.
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Okay, another way to create relevance is through temporal contiguity.
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That's a new word for me,
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I'm to meet this principle,
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you want to have the images and narration presented simultaneously.
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So together rather than one after the other,
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learners attempt to mentally correspond words and pictures together.
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So simultaneously delivery of spoken and visual information is very helpful
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notice the difference between having your content close to each other
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versus having it separated across time.
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Going back to this image here it together.
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Now if I place this one up
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and then this one,
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the information gets a little lost and we're kind of wondering, well, why
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in the case of the text being on,
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it leaves us to wonder what's going on with that image and why is it important?
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And notice when that the text is alone,
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We lack the visual reference to understand what is actually talking about to have.
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It's nice to have that added support.
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So you want to keep textual and visual content together across time.
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The next element is meaning.
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And the next principle is coherency
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pictures and other visual component should be placed cleanly
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on the slide and not clog it up.
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We all want to go into a neat room, not something that's a big mess.
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So going back to the jellyfish example, remember how
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we are focused on the tentacles to lose coherency.
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We might violate the coherency principle.
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If we add other information about jellyfish for instance,
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we may not want to include information about why a group of jellyfish
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is called the smack or how they use propulsion to move forward.
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That obfuscates or confuses the meaning.
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Now this nemo one is perhaps okay, but it's probably different, a different side.
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It would actually work better as a humorous setup for
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the actual footage of the jellyfish capturing the prey.
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Okay onto the redundancy principle.
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In the redundancy principle,
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the compounding of the same content through the
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delivery of sensory channels can create cognitive overload.
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Consider this simple illustration
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for how visuals voiceover and text can overwhelm cognition
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and if we look closely at how the numerous
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it's really functioned in order to catch a prey,
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then they seem.
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Yeah,
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the
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fantasists have extremely sensitive hairs which stick out on the surface
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at the slightest contact.
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They launched a tiny harpoon which pierces the flesh
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and delivers the poison directly into the victim's bloodstream.
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Okay.
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Notice how the text down below was slightly
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different than the text that was being spoken
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that caused this disequilibrium.
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Usually people see it word for word, like in the subtitle
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and that's different. That's a different matter altogether.
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What you're trying to do in the example that I showed was matching the text
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to the vocal to the image and was hard to get all of that in
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while we were doing that our attention was diverted in different directions.
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Okay, lastly, let's talk about visual focus.
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A presenter must employ images that are narrowly focused on a single subject
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and ill organized visual set and that's what I'm calling
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the visual plus the text will divert the audience's attention
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away from the presenters main
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message.
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So in this example we have a table
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we've seen tables like this big tables being presented
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but it's really good to highlight the
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pertinent information just for efficiency sake.
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Unless your point is you want them to look at the full table and to find things
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otherwise what you want to do is point to the right thing.
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And in present you can point use the arrow or highlighting.
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Other methods for focusing include headers, the use of 1st, 2nd and 3rd.
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And like I said,
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pointing to the key information.
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Okay there you have it.
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I presented a few research based principles to help you
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create imposition visuals effectively in your learning until next time.
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Ready set create.