gsu 1010: my freshmen experience imovie project · 2019. 11. 3. · • learner will be a...

Instructional Design Project

GSU 1010:

My Freshmen Experience iMovie Project

Jamie Bernhardt

IT 7100

Fall 2013

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TABLE OF CONTENTS

Topic Page(s)

Needs Assessment 4 – 5

Instructional Goal 6

Instructional Analysis 7 – 8

Entry Behaviors 9 – 11

Entry Characteristics 12

Performance Objectives 13 – 27

Criterion Referenced Tests 28 – 33

Instructional Strategy 34 – 35

Instructional Materials 36 – 37

Formative Evaluation 38 – 45

Revision of Instructional Materials 46 – 47

Summative Evaluation 48 – 50

Appendix A: Surveys 51 - 53

Appendix B: Multimedia Design Principles 55

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Needs Assessment

The Office of Undergraduate Studies at Georgia State University offers the GSU 1010

New Student Orientation course for first-semester freshmen students to help them acquire

fundamental skills essential to academic and personal success. GSU 1010 instructors have some

freedom over the design, implementation, and assessment of in-class and out-of-class learning

activities, and they are encouraged to integrate technologies effectively, but GSU 1010

assignments must be conducive to skills development for personal and academic success.

Some GSU 1010 course sections are part of the Panther Excellence Program1 (PEP), a set

of academic assistance and academic coaching services designed to help students with certain

Freshman Index scores transition to and succeed in college life at GSU. Like other GSU 1010

course sections, PEP sections are part of a Freshman Learning Community (FLC), which is a set

of classes that a group of freshmen share during their first semester of college. Unlike other

sections, PEP sections may include students who voluntarily signed up specifically for the PEP

section, but most of the students in PEP sections were admitted to the GSU on the condition that

they take the GSU 1010 PEP section within a PEP FLC.

As the instructor for one non-PEP GSU 1010 course section and one PEP GSU 1010

course section in Fall 2013, I needed to design a learning experience or assignment that helps

each learner gain one skill relevant to academic success and one relevant to personal success.

Given the freedom to determine and specify each of these skills, I selected self-regulation as a

broad skill that is generally relevant to academic success and video-editing as a software skill

1 For more details about the Panther Excellence Program, see: http://success.students.gsu.edu/files/2013/03/PEP_FAQ.pdf

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that will continue to be useful for digital projects. As such, both skills can be used to enhance

one’s academic and personal success.

The learning experience I designed would need to build on prior learning experiences in

the course. Students had already learned about self-regulation and metacognition prior to this

assignment. Self-regulated learning—or self-regulation—is the process of taking control over

one’s mental efforts and motivational states in a goal-directed way. Self-regulatory skills often

require use of metacognition, which is cognition about cognition (e.g. knowing the demands of a

particular task, what abilities you have that you might use to accomplish a task, or knowing

certain strategies appropriate for helping you accomplish a task). This part of the assignment

would build on prior learning by requiring self-assessment about how one has used a particular

self-regulatory skill to help themselves in college life so far.

Lastly, video editing is a broad set of skills that are used by videographers, video editors,

multimedia designers, marketers, instructional designers, and other design professionals to

produce multimedia artifacts like movies, television shows, and others that include audio and

moving images. This part of the assignment would build on past learning experiences in which

students practiced public speaking in front of a class. It would require students to record

themselves talking about their self-assessment about how they have been using a particular kind

of self-regulatory skill. These recordings would serve as the raw video material that students

would edit with iMovie, a video editing application. The specific video editing skills students

would need to demonstrate pertain to editing the duration and sequencing of video clips,

applying a green screen effect to substitute a green background with a digital background,

including slides with text (i.e. questions) between clips, and exporting their video projects.

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The learning objectives that would be assessed for this assignment would pertain to the

specific video editing skills mentioned above and the quality of self-assessment expressed in

their personal recordings, but not the process of recording video. These specifications derive, in

part, from the GSU 1010 course requirements that all GSU 1010 instructors must follow, but also

from my selection of skills that build on the details of the past learning experiences I had

designed into my sections of GSU 1010.

A survey (see Appendix A) with open-ended and closed-ended questions was used to

assess students’ interests in, familiarity with, experience with, and attitudes towards video

editing in general and these video editing skills in particular.

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Instructional Goal

• Learners will demonstrate ability to assess one’s personal experiences for how learning

about and using a particular kind of self-regulatory skill has helped him or her in college

life so far by adapting a past assignment into a video script.

• Learners will demonstrate ability to import relevant video files into a video editing

project by using the iMovie video editing software.

• Learners will demonstrate ability to apply a green screen effect on selections of raw video

footage to substitute the green screen in the raw video footage for a digital video

background by using the iMovie video editing software.

• Learners will demonstrate ability to create and import still images that can be sequenced

and edited within a digital video project by using Microsoft PowerPoint and the iMovie

video editing software.

• Learners will demonstrate ability to sequence and fine-tune the position and duration of

video clips and stills as well as the transitions between them by using the iMovie video

editing software.

• Learners will demonstrate ability to save a digital video deliverable to a computer’s

desktop by using the iMovie video editing software.

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Instructional Analysis

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Entry Behaviors

A1.1 When asked to adapt a video script from a past assignment, learner will be able to

demonstrate selection of a self-regulatory skill.


introduce the self-regulatory skill and its relevance.


define the self-regulatory skill he or she selected for his or her topic.


describe how learning about and using the self-regulatory skill has helped him or

her in college life.


described how learning about and using the self-regulatory skill has helped him or

her in academic learning contexts.


describe a favorite example of how the self-regulatory skill has helped him or her.

B1.1a When presented with a Mac desktop computer, learner will be able to demonstrate

ability to navigate and control the Mac user interface with a standard Mac mouse,

keyboard, and monitor.

B1.1ai When presented with a Mac desktop computer, learner will be able to demonstrate

ability to use the left-click mouse function to interact with the Mac user interface.

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B1.1aii When presented with a Mac desktop computer, learner will be able to demonstrate

ability to use the right-click mouse function to interact with the Mac user

interface.

B1.1aiii When presented with a Mac desktop computer, learner will be able to demonstrate

ability to use the right-click mouse function to interact with the Mac user

interface.

B1.1aiv When presented with a Mac desktop computer, learner will be able to demonstrate

ability to use mouse movements to interact with the Mac user interface.

B1.1b When presented with a Mac desktop computer, learner will be able to demonstrate

ability to locate and identify the dock on the Mac user interface.

B3.1a When presented a Mac with Microsoft PowerPoint, a web browser, and a link to a

file in a Dropbox.com account, learner will be able to demonstrate ability to

access and download the PowerPoint file.

B3.1ai When presented a Mac with Microsoft PowerPoint, a web browser, and a link to a

file in a Dropbox.com account, learner will be able to demonstrate ability to left-

click the given link.

B3.1aii When presented a Mac with Microsoft PowerPoint, a web browser, and a link to a


click “Download” on the Dropbox.com webpage.

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B3.1b When presented a Mac with Microsoft PowerPoint, a web browser, and a link to a


double-click the downloaded file to open it with PowerPoint.

B3.1ci When presented a Mac with Microsoft PowerPoint, learner will be able to

demonstrate ability to left-click and drag the mouse in order to highlight text on a

slide that needs to be changed.

B3.1cii When presented a Mac with Microsoft PowerPoint, learner will be able to

demonstrate ability to type the name of the self-regulatory skill they selected.

B3.1d When presented a Mac with Microsoft PowerPoint, learner will be able to

demonstrate ability to save the PowerPoint slides as pictures.

B3.1di When presented a Mac with Microsoft PowerPoint, learner will be able to

demonstrate ability to left-click “File,” and “Save as Pictures.”

B3.1dii When presented a Mac with Microsoft PowerPoint, learner will be able to

demonstrate ability to left-click to specify “desktop,” and “.png” as the Save As

desired specifications.

B3.1diii When presented a Mac with Microsoft PowerPoint, learner will be able to

demonstrate ability to left-click “Save” in order to save a PowerPoint file as a file

format (e.g. .pptx or .png).

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Entry Characteristics

Learner will demonstrate the following entry characteristics:

• Learner will be a first-semester Freshmen student at Georgia State University.

• Learner will be enrolled full-time (at least 12 credit hours).

• Learner will be of a traditional age of an undergraduate student (18 – 25 years old).

• Learner will be a student in one of Mr. Jamie Bernhardt’s GSU 1010 course sections.

• Learner will be enrolled in a Freshmen Learning Community with students who share

the same GSU 1010 class.

• Learner mat or may not be enrolled in the Panther Excellence Program, depending on

which course section of GSU 1010 he or she attends.

• Learner may or may not express a positive attitude towards learning new technology

skills or towards using technologies in general.

• Learner may or may not know what a digital video is or why video editing is important.

• Learner may or may not have a positive attitude towards digital video content.

• Learner may or may not already have experience with video editing in general or video

editing functionalities of the iMovie software in particular.

• Learner may or may not already know how to perform the particular video editing

procedures entailed by this instructional system’s instructional goal.

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Performance Objectives

A1. When presented with a sample video script that models a finished appropriation of

a past assignment into a script for a 2-3 minute long video, learner will write a

script that adapts his or her past assignment about a self-regulatory skill into a

script of segments for a 2-3 minute long video.

A1.1 When presented instructions for how to appropriate a past assignment about a

self-regulatory skill one has learned about and been using, learner will select a

self-regulatory skill for this video project that matches a self-regulatory skill he or

she already completed a past assignment about.

A1.2 When presented directions for how to segment one’s video script, learner will

write an introduction to the self-regulatory skill he or she selected such that it can

stand alone as the first segment in a 2-3 minute video.


write a segment that defines the meaning of the self-regulatory skill he or she

picked such that it can fit with other segments in a 2-3 minute video.


write a description fit for a 2-3 minute video of how learning about and using his

or her chosen self-regulatory skill has helped him or her in college life.


write a description fit for a 2-3 minute video of how learning about and using his

or her chosen self-regulatory skill has helped him or her in academic learning

contexts.

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write a final segment fit for a 2-3 minute video about his or her favorite concrete

example of how learning using their chosen self-regulatory skill has helped them.

A. When presented directions for how to adapt a past assignment into segments of

one’s script for a 2-3 minute video as well as a sample video script, learner will

write a script of segments about his or her chosen self-regulatory skills that

amounts to a video of no more than 2-3 minutes in duration.

B1. When presented with a Mac computer with iMovie software and his or her video

files, learner will import video files relevant to the assignment into iMovie within

an event in the events area of the event library.

B1.1 When presented with a Mac computer with iMovie software, learner will locate,

identify, and left-click the iMovie icon to start the iMovie software application.

B1.1a When presented with a Mac desktop computer, learner will be able to

demonstrate ability to navigate and control the Mac user interface with a

standard Mac mouse, keyboard, and monitor.

B1.1ai When presented with a Mac desktop computer, learner will be able to

demonstrate ability to use the left-click mouse function to interact with the Mac

user interface.

B1.1aii When presented with a Mac desktop computer, learner will be able to

demonstrate ability to use the right-click mouse function to interact with the Mac

user interface.

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B1.1aiii When presented with a Mac desktop computer, learner will be able to

demonstrate ability to use the right-click mouse function to interact with the Mac

user interface.

B1.1aiv When presented with a Mac desktop computer, learner will be able to

demonstrate ability to use mouse movements to interact with the Mac user

interface.

B1.1b When presented with a Mac desktop computer, learner will be able to

demonstrate ability to locate and identify the dock on the Mac user interface.

B1.2 When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will create a new project

in iMovie.

B1.2a When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will left-click “File” and

“New Project” to open a new project in iMovie.

B1.2b When presented with a Mac desktop computer with iMovie video editing

software, an instructional website with training videos, and a pop up menu that

allows for creating a new project, learner will leave the default settings (Wide

Screen (16:9); 30 fps; automatically add Cross Dissolve), and left-click “Create”

to finish creating a new project in iMovie.


and an instructional website with training videos, learner will create a new event

in iMovie.

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and an instructional website with training videos, learner will left-click “File” and

“New Event” in iMovie.


software, an instructional website with training videos, and a new event in the

event library, learner will double-click the name of the new event and type in a

name for it.


and an instructional website with training videos, learner will import relevant

video files into the event in iMovie.


and an instructional website with training videos, learner will left-click “File,”

“Import,” and “Import Movies” in iMovie.


software, an instructional website with training videos , and a file browser open in

iMovie, learner will left-click the video file he or she intends to import at the time

to highlight it and then left-click “Import” in iMovie.

B2. When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will use iMovie to select

and move clips from the event to the project area in order to apply the green

screen effect on selections of raw video footage.

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B2.1. When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will use iMovie to make

a 3-minute long selection from the background video in the event.

B2.1a. When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will locate the

background video in the event in iMovie.

B2.1b. When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will use iMovie to create

a yellow selection box around the 3-minute clip from the background video in the

event.

B2.1bi. When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will create a yellow

selection box around the 3-minute clip from the background video in the event by

first holding down a left-click and dragging the border of the yellow box.

B2.1bii. When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will identify the desired

clip length while dragging the border of the yellow box on the background video

clip in the iMovie event.

B2.1biii. When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will let go of the left-

click to finalize the 3-minute selection of background video in the iMovie event.

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and an instructional website with training videos, learner will move the 3-minute

selection of background video from the event to the project area in iMovie.


and an instructional website with training videos, learner will hover the mouse

cursor over the 3-minute selection of background video in the iMovie event.


and an instructional website with training videos, learner will left-click and hold

on to the 3-minute selection of background video in the iMovie event.

B2.2c. When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will drag the 3-minute

selection of background video from the event to the project area in iMovie and let

go of the left-click to release the selection into the project area.


and an instructional website with training videos, learner will use the iMovie

preferences settings to permit the Green Screen Effect to work.


and an instructional website with training videos, learner will left-click “iMovie,”

and “Preferences,” on the iMovie drop-down menu.

B2.3b. When presented with a Mac desktop computer with iMovie video editing

software, an instructional website with training videos, and a pop up window with

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the iMovie Preferences menu, learner will left-click the check box next to “Show

Advanced Tools” if it is not already checked.

B2.3c. When presented with a Mac desktop computer with iMovie video editing

software, an instructional website with training videos, and a pop up window with

the iMovie Preferences menu with “Show Advanced Tools” checked, learner will

close the menu window by left-clicking the “X” in the red circle in the upper left-

hand corner.


and an instructional website with training videos, learner will move a selection of

raw video footage from the event to the project area in iMovie.


and an instructional website with training videos, learner will make a selection of

raw video footage from the event to the project area in iMovie using the same

steps as when learner made a selection of the background video in the event.



raw video footage from the event to the project area in iMovie.



raw video footage from the event to the project area in iMovie by hovering over

the selection, left-clicking and holding on to the selection, dragging it on top of

the background clip selection in the project area, and letting go of the left-click.

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software, an instructional website with training videos and a pop up menu

showing advanced tools like “Green Screen,” learner will left-click “Green

Screen” to initiate the Green Screen effect in iMovie.


and an instructional website with training videos, learner will use the skills from

B2.1 – B2.5 to apply the Green Screen effect to all relevant raw video footage

selections moved from the event to the project area in iMovie.


and an instructional website with training videos, learner will create and save still

images (or “stills”) that can facilitate transitions between video segments when

imported into the iMovie project area.

B3.1a When presented a Mac with Microsoft PowerPoint, a web browser, and a link to a


access and download the PowerPoint file.

B3.1ai When presented a Mac with Microsoft PowerPoint, a web browser, and a link to a


click the given link.

B3.1aii When presented a Mac with Microsoft PowerPoint, a web browser, and a link to a


click “Download” on the Dropbox.com webpage.

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B3.1b When presented a Mac with Microsoft PowerPoint, a web browser, and a link to a


double-click the downloaded file to open it with PowerPoint.

B3.1c. When presented with a Mac with Microsoft PowerPoint and the required

PowerPoint file open, learner will repurpose the textual content on slides 1 and 2

to reflect the self-regulatory skill the learner’s video concerns.

B3.1ci When presented a Mac with Microsoft PowerPoint, learner will be able to

demonstrate ability to left-click and drag the mouse in order to highlight text on a

slide that needs to be changed.

B3.1cii When presented a Mac with Microsoft PowerPoint, learner will be able to

demonstrate ability to type the name of the self-regulatory skill they selected.

B3.1d When presented a Mac with Microsoft PowerPoint, learner will be able to

demonstrate ability to save the PowerPoint slides as pictures.

B3.1di When presented a Mac with Microsoft PowerPoint, learner will be able to

demonstrate ability to left-click “File,” and “Save as Pictures.”

B3.1dii When presented a Mac with Microsoft PowerPoint, learner will be able to

demonstrate ability to left-click to specify “desktop,” and “.png” as the Save As

desired specifications.

B3.1diii When presented a Mac with Microsoft PowerPoint, learner will be able to

demonstrate ability to left-click “Save” in order to save a PowerPoint file as a

file format (e.g. .pptx or .png).

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and an instructional website with training videos, learner will import stills directly

into the project area in iMovie.


and an instructional website with training videos, learner will double-click the

folder of saved pictures to open it.


software, an instructional website with training videos, and a folder of saved stills

pictures opened, learner will left-click a picture file and hold on to the left-click.

B3.2c. When presented with a Mac desktop computer with iMovie video editing

software, an instructional website with training videos, and a folder of saved stills

pictures opened, learner will drag the file into the beginning of the iMovie project

area and let go of the left-click.

B3.3. When presented with a Mac desktop computer with iMovie video editing

software, an instructional website with training videos, learner will repeat the

skills from B3.2 to import all stills from the folder of saved pictures to the

beginning of the project area in iMovie.


and an instructional website with training videos, learner will use iMovie to

sequence and fine-tune clips in the project area.


and an instructional website with training videos, learner will move footage

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selections around in the project area in iMovie in order to sequence them

appropriately.


and an instructional website with training videos, learner will left-click on the

selection in the project area and hold down on the left-click.


and an instructional website with training videos, learner will drag the selection

from its current position to the left or the right in order to place it in the right

sequence and in alignment with a background clip segment.


and an instructional website with training videos, learner will split the background

video into clip segments.


and an instructional website with training videos, learner will hover over where

the split is needed in the background video clip in the project area.


and an instructional website with training videos, learner will right-click where

the split is needed.


and an instructional website with training videos, learner will left-click “Split

Clip” on the menu that popped up and verify that the clip split.

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and an instructional website with training videos, learner will repeat skills in B4.2

to split clips where splits are needed in the video in the project area.


and an instructional website with training videos, learner will move stills to their

destinations within the project area.


and an instructional website with training videos, learner will left-click once on a

still to highlight it.


and an instructional website with training videos, learner will left-click the

highlighted still again while holding down on the left-click.

B4.3c. When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will drag and drop the

still to its destination in the video in the project area of iMovie.

B4.3d. When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will repeat skills from

B4.3 to move all stills to their respective destinations in the video in the project

area.


and an instructional website with training videos, learner will fine-tune clip

segments.

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and an instructional website with training videos, learner will hover over the

bottom left-hand corner of a clip until the gear icon and arrow appear.

B4.4b When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will left-click the arrow,

and, on the menu that opens, left-click “Clip Trimmer.”

B4.4c When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will use the Clip

Trimmer to align the position and lengths of related video and background

footage in the project area for smoother transitions.

B4.4d When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will use the skills from

B4.4 to fine-tune the position and lengths of all in-project video clips to produce

smother transitions through the video.


and an instructional website with training videos, learner will fine-tune stills and

transitions using the same basic steps for either kind of video content.


and an instructional website with training videos, learner will hover over the left-

hand corner of a still or transition icon until a gear icon and an arrow appear.


and an instructional website with training videos, learner will left-click the arrow,

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left-click “transitions adjustments” for transitions or “video adjustments” for

stills, enter the desired duration, check “applies to all” to apply these settings to

all stills or transitions, and left-click “Done.”


and an instructional website with training videos, learner will export the project as

an .mp4 video file.


and an instructional website with training videos, learner will left-click “Share,”

on the toolbar at the top of the screen, and left-click “Export Movie” on the

“Share” drop-down menu.


and an instructional website with training videos, learner will left-click “Large”

on the Export menu that popped up.


and an instructional website with training videos, learner will left-click the

dropdown-menu on the Export window that popped up to specify “desktop” as the

file’s destination.


and an instructional website with training videos, learner will left-click “Export.”


and an instructional website with training videos, learner will verify that the .mp4

video file saved onto the desktop of the Mac computer.

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B. When presented with a Mac desktop computer with iMovie video editing software

and an instructional website with training videos, learner will use iMovie to edit

and export a video that fits the script of segments and specifications of the project

rubric.

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Criterion Referenced Tests

Assessment and Survey Strategy

The level of mastery over script writing skills and video editing skills entailed by the

instructional goal is not meant to reflect intent for instruction to facilitate expertise in script

writing skills or video editing skills. Recall that this assignment was designed to be one that

build on past competencies developed in the GSU 1010 course, to orient the learner to the value

of video editing skills, and to foster development of a particular set of basic video editing

skills—specifically, using iMovie to import video clips, move selections from the event to the

project area, import stills, sequence and fine-tune the video project, and export a final video

deliverable. If this assignment were part of a film and video class, the intended level of mastery

that instruction would aim to foster would be much higher, if not expertise in using a wide

variety of video editing skills and applications. However, this assignment and the course it is in

are not focused on expertise in video editing. This assignment is designed to help the learner

develop basic command of and appreciation for a particular set of video editing skills.

Given the nature of the assignment and instructional goal, it would not be appropriate to

design assessments of student learning or surveys of learner entry behaviors and characteristics

around the concept of expertise in these script writing and video editing tasks. Rather, the

surveys and assessments associated with this assignment should be designed relative to the

concept of “basic command.” Whereas expertise in video editing entails that the learner would

no longer need further instruction, would be able to perform video editing procedures without

error, and would be able to hold intellectual conversations about video editing, basic command

over video editing entails that is able to perform video editing procedures in ways that overcome

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any errors made, but not necessarily that the learner could hold intellectual conversations about

video editing or would no longer need further instruction.

The survey and assessment methods below are designed relative to the standard of basic

command over script writing and video editing.

Testing Entry Behaviors

The first overall task of the assignment (A. and A.1) involves writing a video script by

adapting a past assignment about a self-regulatory skill into organized segments of a script for a

video about how learning about and using the self-regulatory skill has helped him or her during

their first semester as a freshmen. The entry behaviors for this task (A1.1 through A1.6) concern

the selection, introduction, definition, and description of a self-regulatory skill, and these

behaviors will have already been performed and, thus, assessed in the past assignment. Since

these entry behaviors will have already been assessed prior to this assignment of the course, there

is no need to test for these entry behaviors again. In cases where a learner failed to demonstrate

the abilities essential to those entry behaviors, the instructor may ask this learner to demonstrate

these entry behaviors by completing the past assignment.

The second overall task of the assignment (B.) involves using iMovie to edit a video that

fits the video script the learner wrote during the first overall task. This overall task involves two

sets of entry behaviors—one requisite for (B.1) the ability to use a Mac computer to import

videos into iMovie and another set requisite for (B.3) creating stills from PowerPoint that can be

imported into iMovie.

The entry behaviors for B.1 are vital to being able to perform all of the video editing

tasks on a Mac, given that these entry behaviors concern being able to operate a Mac computer

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with ease. Furthermore, these entry behaviors were not specifically requisite for any other

assignment in the course (i.e. the learner could have used a non-Mac computer to complete past

assignments). However, direct tests of these entry behaviors might lead to testing efforts that

overtake instruction (i.e. direct observation or record of the learner performing the entry

behaviors), when these entry behaviors could be indirectly tested, freeing up more instructional

effort for implementing effective instruction oriented towards the instructional goal. To test for

these entry behaviors indirectly, the instructor would design a survey that the learner would take

prior to beginning the assignment. The survey would ask the learner about his or her attitude

towards, familiarity with, and experience with the basic skills required for using a Mac computer

(e.g. using the Mac mouse clicks and movements to interact with the Mac interface). The survey

would also require the learner to report his or her name so that the instructor can review the

survey reports of each student in the class prior to, during, and after instruction. In cases where

the learner reports in the survey that he or she has low or no experience or familiarity with these

entry behaviors, the instructor would arrange for an appointment with the learner for them to sit

down at a Mac in a computer lab on campus so that the instructor can show the learner how to

perform these entry behaviors and directly verify the learner’s demonstration of these skills by

observing the learner. The survey content in Appendix A will be used.

The entry behaviors for B.2 concern being able to access, open, edit, and save a

PowerPoint file. Though the method (sharing a link to a file in a Dropbox.com account) of

accessing the given PowerPoint file is not commonly associated with using PowerPoint, the

learner will have already had to demonstrate these entry behaviors, including use of

Dropbox.com, in past assignments. Thus, there is no need to test the class as a whole for these

entry behaviors. In cases where the learner did not demonstrate these entry behaviors, the

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instructor will encourage the learner to revisit the instructional support associated with the past

assignment and have the learner (re)complete the assignment.

Testing Learner Demonstration of Performance Objectives

The two deliverables that will be assessed (for a grade) for this assignment are a final

video script and a completed video. If the mastery level entailed by the instructional goal was

expertise, then it would be necessary to directly assess each performance objective (e.g. with a

written test question appropriate for assessing the specified behavior). However, the relevant

mastery level is basic command, and rather than directly assessing each performance objective,

this instructional system indirectly assesses basic command. It indirectly assesses each

performances objective on the two-fold assumption that (1) the learner uses iMovie for video

editing and not another video editing application, and (2) the only way to interact with iMovie to

edit and export a video that meets the assignment standards is to have demonstrated the

performance objectives. As such, a video that meets the assignment standards can serve as a

portfolio item that reliably indicates demonstration of the performance objectives.

Criterion-Referenced Rubrics

The learner’s video script must meet the following criteria:

Criteria Associated Performance Objective

The final video script specifies a self-regulatory skill consistently throughout its

segments.

A1.1

The final video script includes a segment that introduces the learner’s chosen self-regulatory

skill fit for a 2-3 minute video.

A1.2

The final video script includes a segment that defines the learner’s chosen self-regulatory

A1.3

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skill fit for a 2-3 minute video.

The final video script includes a segment that describes how learning about and using the

learner’s chosen self-regulated skill has helped the learner in college life fit for a 2-3 minute

video.

A1.4

The final video script includes a segment that describes how learning about and using the

learner’s chosen self-regulated skill has helped the learner in academic learning contexts fit for

a 2-3 minute video.

A1.5

The final video script includes a segment that

describes the learner’s favorite example of how using the chosen self-regulatory skill has helped them fit for a 2-3 minute video.

A1.6

The learner’s completed video must meet the following criteria:

Criteria Associated Performance Objective

The final video includes content from both the background video footage and the raw video

footage.

B1 & associated subordinate skills

The final video includes the result of a

successful green screen effect, raw video footage selections that play on top of the

background video layer of the video.


The final video includes stills that are

customized to fit the learner’s chosen self-regulatory skill.


The final video includes properly sequenced

video segments and stills, as well as fluid transitions between them such that when the


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raw footage starts and stops playing, so does the background video content.

The final video is contained in an .mp4 video file sharable with the instructor.


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Instructional Strategy

The instructional strategy for this assignment uses a constructivist, project-based

approach to facilitating achievement of the instructional goal. The learner is expected to engage

in self-assessment about how learning about and using a self-regulatory skill has helped him or

her during their first semester of college, and writing a video script about this self-assessment

provides for a reliable way to assess learner achievement of these expectations.

The learner is also expected to achieve a basic command over a particular set of video

editing skills using iMovie, and having the learner actually edit a video allows the learner to

practice the particular video editing skills in a way that is easily assessable and mirrors what the

learner would need to do when using these skills in future performance environments. Also,

having the learner follow specific, well-defined instructions that help define and restrict the

scope of the video project also help the restrict the assessed video editing skills to the particular

set this instructional system concerns.

The instructional strategy for this assignment also uses instructional design principles

based on multimedia learning principles about learning from multimedia artifacts like videos.

These principles are about guidelines for designing multimedia learning resources that help the

learner minimize cognitive overload and maximize meaningful learning about the instructional

topic. See Appendix B for these principles. The trainings videos designed in accordance with

these principles function as worked examples in which the instructor shows how relevant

behaviors can be used to achieve the required tasks.

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The instructional strategy also calls for development of a web-based set of instructional

materials that the learner can access asynchronously. This allows the learner to learn how to edit

video content in iMovie at his or her own pace.

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Instructional Materials

The instructional materials designed and developed for this assignment can be found

online at the following website: www.freshmenimovieproject.weebly.com This website allows

the learner to asynchronously access the other learning materials found on it.

The Welcome page of the website features a brief description of the purpose of the

website, a video that gives and overview of what digital videos are and what video editing

involves. This video was designed to help learners better understand the importance and value of

what they will do to complete the assignment tasks.

The Assignment page of the website features an overview of the tasks the assignment

involves, presents a sample of a finished video, an overview of the materials involved in each

task of the assignment, and two links to relevant files to be used in the assignment.

The Training Modules pages on the website include instructional materials relevant to

each of the 6 overall tasks in the assignment. The 6 overall tasks of the assignment correspond

one-to-one with the following performance objectives: A, B1, B2, B3, B4, and B5.

Module 1 includes the instructions and a sample video script relevant to facilitating

learner performance for performance objectives A and A1 and their subordinate skills.

Module 2 includes the instructions, links to files, and both a training video and link to

textual documentation relevant to facilitating learner performance for performance objective B1

and its subordinate skills. This training video and textual documentation each simulate how to

import relevant video files into iMovie.

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Module 3 includes the instructions, training video, and textual documentation relevant to

facilitating learner performance for performance objective B2 and its subordinate skills. The

training video and textual documentation simulate how to move video selections into the project

area of iMovie and apply a green screen effect to them.



training video and textual documentation simulate how to import stills into the project area in

iMovie.



training video and textual documentation simulate how to sequence and edit the duration and

transitions between video segments and stills.



training video and textual documentation simulate how to export the completed video as an .mp4

video file onto the desktop of the Mac the learner is using. It also offers instructions on how to

submit the assignment.

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Formative Evaluation

To evaluate the effectiveness of this instructional system during its implementation, I, as

the instructor for the GSU 1010 course for which this assignment was designed, used 5 ways of

collecting data relevant to the effectiveness or improvement of the instructional system:

1. My collection and interpretation of data from my observations of leaner performance

during one-on-one and group video editing help sessions.

2. My observations of problems and solutions pertaining to the technologies used to support

components of the instructional system.

3. Reception and interpretation of feedback from an instructional systems design expert

during expert review session.

4. Reception and interpretation of feedback from the Assistant Director of First-Year

Programs at GSU about the instructional system during an expert review session.

5. Reception and interpretation of feedback from a GSU 1010 peer mentor about the

instructional website during a learner experience testing session.

Help Sessions

During the end of the semester, after each student had already written their video scripts,

recorded their video footage, and received the video and project-relevant files, I held two sets of

help sessions: help sessions for my students in my PEP GSU 1010 course section, and help

sessions for students in my non-PEP GSU 1010 course sections. These help sessions were

arranged to be held in a location on campus that allows for general student use a Mac computers,

which already have iMovie installed on them. As the training videos were still being uploaded

and embedded to the instructional website, I also made short instructional manuals

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(documentation with text and screenshots) that correspond to each instructional module and

simulate the tasks required in the given module. The data I collected about learner performance

during my help sessions with students from my PEP course section concerned the use and

effectiveness of the short instructional manuals during learner performance of performance

objectives. The data I collected about learner performance during my help sessions with students

from my non-PEP course section concerned the use and effectiveness of the training videos

during learner performance of performance objectives.

The Using Mac Computers, Technology Dispositions, and Video Editing Background

surveys (see Appendix A: Surveys) were used prior to these help sessions for the purposes of

learner characteristics assessment and entry behaviors testing. These survey findings inform the

formative evaluation of instruction in that they allow the instructor to understand which learners

may need more help with learning how to use a Mac, web browser, or iMovie to accomplish the

tasks of the assignment so that the instructor can individualize further instructor-led guidance for

each learner who needs help. This is what I did during each help session for students who

attended. Prior to implementing these surveys on the instructional website, I used word

document (electronic) versions of each survey and requested for each learner to submit their self-

reported survey results to me by email by a deadline prior to the help sessions. It is noteworthy

that during my formative evaluation expert review session with Mr. Nikolas Huot, the Assistant

Director of First-Year Programs who oversees the GSU 1010 and Panther Excellence Programs

at GSU, he agreed that a more convenient and efficient way of implementing the surveys was to

use embedded versions of the surveys on the instructional website such that the survey results are

reported for each student, not anonymously.

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The help sessions functioned like a combination of one-on-one and group sessions:

during the time allotted, students were welcome to attend to not only use a Mac computer with

iMovie and the instructional manuals, but also to request for further guidance from me if they did

not understand something, needed help troubleshooting, or needed to learn entry skills that

pertain to using a Mac computer. When students whose survey results indicated that they needed

help learning how to use a Mac (or other entry behaviors they reported as needed help learning)

arrived to the help sessions, I looked back at their survey results and customized my guidance

(verbal descriptions and live demonstration) to fit their needs.

Though each student who requested for help needed help with different steps or features

of the iMovie video editing software, and lack of following the instructions step-by step proved

to be a consistent cause of some video editing problems students experienced, there was one

overall task that students consistently struggled with: sequencing and fine-tuning the video

segments in the project area of iMovie (performance objective B4). When I looked back at the

instructional manual for this task, I saw that it was designed to show the learner how to split

clips, delete clips, and move segments around the project area, but it was not designed to help the

learner understand what features of iMovie to use for fine-tuning the properties of a particular

segment, still, or transition, nor did it concern how to do this. Thus, this instructional manual and

the corresponding training video needed to be revised.

Technology Problems and Solutions

During the delay in uploading the training videos to the instructional website, the short

instructional manuals served as the primary instructional materials for learners until the videos

were uploaded successfully to the instructional website.

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I used a free user account on Box.com, an online file sharing service, to upload project-

relevant files (the background video and PowerPoint file students were asked to use) and each

student’s files containing their raw video recording footage, with permission from students to do

so. I provided all students with the same link to the stored background video and PowerPoint file

students were asked to use, and I shared the links to stored raw video footage files individually.

We learned that Box.com free account users not only have a file storage limit, but also a

bandwidth limit for the entire account, 10 GB per month.2 Given that each student’s raw footage

video files were between .25 and .5 GB and that around 40 total students needed these files, it is

clear that the needed bandwidth exceeds that Box.com bandwidth limit. I discovered this when

students reported that they were unable to download their project files. To solve the problem, I

used Dropbox.com, which affords 20 GB of bandwidth per day.3 Thus, a file sharing solution

like Dropbox.com that affords 20 GB of bandwidth per day is more appropriate for this kind of

instructional system than a service that affords only 10 GB of bandwidth per month.

Expert Review Session with Dr. Mary Shoffner

During my session with Dr. Shoffner, an expert in instructional systems design, she

reviewed my design of the instructional system at its present state before the design and

implementation of the instructional materials themselves. Initially, I had not planned to include

an overview video that explains what digital videos are, what video editing is, and the relevance

of both digital videos and video editing. I was merely going to offload the explanations of the

video editing process and its relevance onto the welcome page of the website in the form of text

and images that reinforce the topics in the text. However, Dr. Shoffner advised that the use of a

digital video about video editing with a definition of what a digital video is would be the ideal

2 https://support.box.com/hc/communities/public/questions/200261058-‐What-‐is-‐the-‐bandwidth-‐limit-‐ 3 https://www.dropbox.com/help/45/en

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(asynchronously accessed) instructional material for this part of the instructional goal since it not

only orients the learner to the overall project, but also demonstrates the very medium it is about.

Also, Dr. Shoffner helped me better understand how to write the instructional goal and

instructional analysis in ways that not only help distinguish what learner objectives entail an

entry behavior, but also in ways that make it easier to align performance objectives with the

assignment tasks and assessment instruments for the assignment. We agreed that because of the

nature of the instructional goal, a portfolio—the video script and video each student completes—

and associated criterion-referenced rubrics would suffice for assessing the extent to which a

student completed the assignment and the performance objectives necessary for its completion.

Lastly, Dr. Shoffner helped me characterize my instructional strategy as one that not only

relies heavily on multimedia learning theory and evidence-based multimedia design principles,

but also is constructivist in that the instructional goal and performance objectives derived from it

call for the learner to construct and express personal definitions and accounts of specific aspects

of their lived experience—their perceptions of the self-regulatory skills they are learning and of

how their implementations of these skills have benefitted them in college and academic learning

contexts.

Expert Review session with Nikolas Huot

During my session with Mr. Huot, the Assistant Director of First-Year Programs who

oversees the GSU 1010 and Panther Excellence Programs at GSU, he agreed that a more

convenient and efficient way of implementing the surveys was to use embedded versions of the

surveys on the instructional website such that the survey results are reported for each student, not

anonymously.

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Also, Mr. Huot agreed that the nature of the instructional goal and system is to be

modeled around the concept of “basic command” rather than on expertise. He agreed that these

learners and the overall context, in terms of the role of the assignment in the GSU 1010 course

itself, are sufficiently different from a . Thus, a portfolio-based assessment, rubrics and

associated grading scheme would be more appropriate for this instructional system than a set of

written or interactive exam questions that correspond one-to-one with performance objectives.

That exam-based form of assessment is appropriate for a film and video editing class that seeks

to facilitate transfer of expertise, but this course isn’t a film class, and does not necessarily need

to facilitate development or transfer of expertise.

Lastly, Mr. Huot and I explored the instructional benefits of including interactive Flash

(swf) files (to be made using PowerPoint and iSpring Converter, a plugin) on the instructional

website that would permit the learner to practice performing steps before actually applying these

steps within iMovie. However, we both agreed that this kind of practice is redundant and

irrelevant to the instructional goal and achievement of performance objectives because, as a

learning experience, using the interactive practices doesn’t offer anything different from actually

applying the video editing skills during the making of the learner’s video project. Given that the

learner would apply these learned skills in iMovie to complete the assignment, the interactive

practices are unnecessary.

Session with a Peer Mentor

GSU 1010 Peer Mentors are students who have already been successful in college and are

hired by the Office of Undergraduate Studies to help mentor the freshmen in GSU 1010 course

sections. After getting feedback from experts about the design of the instructional system, I

wanted to get feedback from a Peer Mentor about the instructional website from a student user

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point of view. Once the website was completed (videos and manuals uploaded), the Peer Mentor

practiced using it. I asked her general questions about the usefulness and clarity of the materials

themselves and about the usefulness of the website’s layout, graphic design, organization of

materials, and navigation. She reported no problems using the site, but also recommended, like

Mr. Huot, that surveys used be embedded directly on the website.

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Revision of Instructional Materials

The formative evaluation I performed yielded the need to make the following revisions to the

instructional materials or instructional website:

Materials for performance objective B4: Though each student who requested for help

needed help with different steps or features of the iMovie video editing software, and lack of

following the instructions step-by step proved to be a consistent cause of some video editing

problems students experienced, there was one overall task that students consistently struggled

with: sequencing and fine-tuning the video segments in the project area of iMovie (performance

objective B4). When I looked back at the instructional manual for this task, I saw that it was

designed to show the learner how to split clips, delete clips, and move segments around the

project area, but it was not designed to help the learner understand what features of iMovie to use

for fine-tuning the properties of a particular segment, still, or transition, nor did it concern how to

do this. Thus, this instructional manual and the corresponding training video needed to be

revised.

File sharing: I used a free user account on Box.com, an online file sharing service, to

upload project-relevant files (the background video and PowerPoint file students were asked to

use) and each student’s files containing their raw video recording footage, with permission from

students to do so. I provided all students with the same link to the stored background video and

PowerPoint file students were asked to use, and I shared the links to stored raw video footage

files individually. We learned that Box.com free account users not only have a file storage limit,

but also a bandwidth limit for the entire account, 10 GB per month.4 Given that each student’s

raw footage video files were between .25 and .5 GB and that around 40 total students needed 4 https://support.box.com/hc/communities/public/questions/200261058-‐What-‐is-‐the-‐bandwidth-‐limit-‐

47

these files, it is clear that the needed bandwidth exceeds that Box.com bandwidth limit. I

discovered this when students reported that they were unable to download their project files. To

solve the problem, I used Dropbox.com, which affords 20 GB of bandwidth per day.5 Thus, a file

sharing solution like Dropbox.com that affords 20 GB of bandwidth per day is more appropriate

for this kind of instructional system than a service that affords only 10 GB of bandwidth per

month.

5 https://www.dropbox.com/help/45/en

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Summative Evaluation

To evaluate the effectiveness of the revisions to and design of the instructional system, I

observed the learners’ completed video portfolios (video and script) and met with Mr. Huot

again to explore opportunities for further improvement.

Learner Portfolios

When grading and observing the learners’ portfolios, I found that there was an important

correlation between participation in the help sessions and overall fit between their portfolios and

the assignment instructions and rubrics. Students who had come to the help sessions and received

guidance from me also tended to have less errors in their assignment submissions (e.g. smoother

transitions between video segments). Students who did not attend help sessions tended to have

more errors in their submissions, such as unsmooth transitions of overlapping video segments (in

terms of visual or audio overlap) and omission of the required stills.

Lastly, I also found that many of the students in my non-PEP GSU 1010 course section

exceeded the expectation and requirements of the assignment, and that those who did were

already experienced with video editing and have already declared film and video as their majors.

For example, one student met the assignment standards, but also included additional video

footage that not only synced with his audio during playback, but also reinforced the explanatory

power of the account expressed in the audio by including footage of situations and technologies

or techniques that facilitate use of his chosen self-regulatory skills, time management.

It is also worth noting that in the surveys used before and after the completion of the

assignment, learners from the PEP GSU 1010 class who initially reported not having experience

or familiarity with video editing or iMovie, later reported that they were more interested in

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learning more about iMovie, other video editing applications, and video editing in general. Given

that some students may have continuing interests in future development of video editing skills, a

revision to the instructional website could be made to include a page or section about options

available outside of this instructional system that can help them further advance their video

editing knowledge and skills.

Last Review Session with Mr. Huot

During my summative evaluation session with Mr. Huot, an important decision-maker

about the quality and design of the curricula and general requirements for GSU 1010 courses, we

agreed that the revisions to the instructional website appear to have improved the learning

experience for at least those students from my non-PEP GSU 1010 class, which included some

students who were already film and video majors and some who were not.

When we discussed the correlation between the learners’ attendance in help sessions with

the assignment-relevant quality of learners’ portfolios, we agreed that help sessions are not just

an opportunity for formative assessment of learner performance and formative evaluation of the

instructional system. Those help sessions may also help facilitate learner performance of the

performance objectives and learner’s regulation of troubleshooting practices when they

encounter problems during the video editing process. For this reason, we agreed that help

sessions should be a requirement of the assignment such that learners are given an allotted period

of time to begin using the instructional materials as they begin editing. After the allotted period

of time, learners could then meet with the instructor during an appointment or class period to see

if the learner needs further guidance and if the learner is meeting the assignment standards.

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Furthermore, Mr. Huot and I agreed that the instructional website could be enhanced by

adding a Frequently Asked Questions (FAQs) section to the end of each module that is designed

to help the learner troubleshoot common issues that one might experience from not following the

specific sequence of steps of the tasks required by the given module. This kinds of FAQs section

would not repeat the information from the instructional materials. Rather, it would pose a

description of a troubleshooting issue, a relevant screenshot, and a reference to a relevant part of

the corresponding training video and instructional manual that can help fix the troubleshooting

issue.

Lastly, Mr. Huot suggested looking into Qualitrics.com, an online survey tool that allows

for easy search and management of survey individual learner-specific survey data, for future

implementations of this assignment.

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Appendix A: Surveys

The following surveys will be used for the purposes of learner characteristics assessment and

entry behaviors testing. These survey findings also inform the needs analysis and formative

evaluation of instruction. The Technology Dispositions and Video Editing Background Surveys

were administered again after the learners submitted their assignments in order to collect and

interpret data about each learner’s self-reported changes in technology skills, video editing skills,

and their attitudes towards video editing, iMovie, and technologies in general.

Entry Behaviors Testing

Survey: Using Mac Computers

1. Please select all of the following Mac computer skills that you already have:

a. I know how to left-click, right-click, and double-click with a Mac mouse.

b. I know how to interact with the Mac computer interface by clicking and

moving the Mac mouse.

c. I know the parts of the standard Mac user interface (e.g. Finder, dock and

desktop) and can navigate it without assistance.

Learner Characteristics Surveys

Survey: Technology Dispositions

2. Select the options below that best characterize your attitude towards technologies

in general:

a. I like using technologies, but am not interested in learning about or using

technologies I do not already know how to use.

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b. I like using technologies, and I am interested in learning about or using

technologies I do not already know how to use.

c. I like using technologies, and I am interested in developing higher levels

of mastery in my technology skills.

3. Select the options below that best characterize your technology aptitudes:

a. I know how to use a Mac computer.

b. I know how to use a Windows computer.

c. I know how to use a web browser (e.g. Chrome, Firefox, Safari, Internet

Explorer) to access information on the Internet.

d. I know the difference between the World Wide Web and the Internet.

e. I know how to use file-sharing applications like Dropbox or Box.

f. I know how to download files to the desktop of a computer from a

webpage in a web browser.

g. I know how to generate video content.

h. I know how to use Microsoft Office applications (e.g. Word, Excel,

PowerPoint).

4. Select the options below that best characterize your attitude towards the iMovie

video editing application:

a. I don’t know how to edit videos, nor do I want to learn how.

b. I don’t know how to edit videos, and I want to learn, but I don’t want to

learn how to do it with iMovie.

c. I want to learn how to edit videos with iMovie.

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d. I want to learn how to edit videos with more advanced video editing

applications.

5. Do you have any worries about learning how to edit videos or about completing

this assignment?

Survey: Video Editing Background

6. Select the options below that best characterize your experience and familiarity

with video editing in general:

a. I don’t know what video editing is or what a digital video is.

b. I know what digital videos are, but not what video editing involves.

c. I know occupations and jobs where video editing skills are important.

d. I know what the different kinds of content that make up a digital video are.

e. I know where videos can be shared and viewed by the general public.

7. Select the option below that best characterize your experience and familiarity with

iMovie:

a. I have never used iMovie, nor do I know about what iMovie can do.

b. I have never used iMovie, but I know some of what iMovie can do.

c. I have used iMovie before to import videos, import stills, or edit and

sequence stills, video selections, or transitions.

d. I have used iMovie before, but not to import videos, import stills, or edit

and sequence stills, video selections, or transitions.

e. I have used iMovie before to do much more than importing videos,

importing stills, or editing and sequencing stills, video selections, or

transitions.

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Appendix B: Multimedia Learning Principles

Evidence-based Multimedia Learning Principles (Clark & Mayer, 2011; Mayer, 2005)

1. Multimedia Principle: Use words and graphics together rather than words alone 2. Contiguity Principle: Align words with corresponding graphics. 3. Modality Principle: Present words as audio narration rather than as on-scree text. 4. Redundancy Principle: Explain visuals with words in audio or text, but not both. 5. Coherence Principle: Adding irrelevant material can hurt learning. 6. Personalization Principle: Use conversational style (auditory) and virtual coaches. 7. Segmenting Principle: Manage complexity by breaking lessons into parts. 8. Pretraining Principle: Ensure that learners know the names and meanings of key concepts. 9. Using worked examples

a. Apply multimedia learning principles to them b. Fade gradually from worked examples to practice problems. c. Promote self-explanation in worked examples. d. Design examples that promote near and far transfer. e. Include instructional explanations in some examples.

10. Using practice examples a. Apply multimedia learning principles to practice examples. b. Transition from examples to practice gradually. c. Add sufficient practice to help achieve the objective d. Use practices that mirror the job or objective in the practice examples. e. Provide effective feedback. f. Distribute and mix practice among learning events.

11. Design support for building thinking skills. a. Focus on job-specific cognitive and metacognitive skills. b. Consider a whole-task course design. c. Make thinking processes explicit. d. Define job-specific thinking processes.

12. Using user-controlled navigation a. Give experienced learners control over how they can navigate the material. b. Make important instructional events the default or beginning of navigation. c. Adaptive control d. Give pacing control e. Offer navigational support in hypermedia environments.

Clark, R. C., & Mayer, R. E. (2011). e-Learning and the science of instruction (3rd ed.). San Francisco:

Pfeiffer.

Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. New York:

Cambridge University Press.

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