Environmental Teaching Tools and Techniques

Seminar for EDUC 8847

Finding Sources

• If you have a topic, secure a list of resources for your students to use/explore/exploit.

• Use of video should fulfill the principle of dual modality (Mayer, 2009) and the images should relate to the topic while not being extraneous.

• Meaningful use of images is important, unrelated or superfluous need not be applied.

(Mayer, n.d.a)

Digital Natives

(“Bloom’s Digital Taxonomy,” 2012)

Climate 101 VideoCli

ck on

pic

ture

Climate 101 Analysis• The information available in climate 101 is

further researchable and can be supported for more your objective in depth study depending on and the abilities of the students you work with.

• Using Mayer’s principle dual modality combines images and words. This is most optimally done with verbal words and images. I can be, however, done with images and written words.

Climate 101 Analysis, cont.

• Emphasis of both audio and image comes by adding markers, words in this video's case, pointers and actions by actors to highlight and stress important points. Mayer supports this in helping learner identify what is important.

• Thinking about the video, in what ways does Bill Nye emphasize his points…?– Write it down in your notes.– Let’s share some of your ideas…

• Input from floor…– What worked?– What didn’t?– What could be better?– What should be eliminated?– What would you emphasize as you present it to

your class?

Climate 101 Analysis, cont.

350.Org video

Here is a video that does not use spoken words, but allows the images to drive the point(s). Repetition of theme but difference in portrayal has some success as sounds emphasize the important ideals.

350.org

Summary• Videos are useful, especially in teaching with

dual modality theory approaches.• Action and words put together make for better

learning potential– Both generative and formative

• Dual modality can be words written, words spoken or sounds.

• Emphasis in speech, visual or action helps learners catch major points.

References:350.org. (n.d.). Because the World Needs to Know. 350.org Animations and

Videos. from http://350.org/en/videosBloom’s Digital Taxonomy. (2012). Educational Origami. wiki. Retrieved from

http://edorigami.wikispaces.com/Bloom%27s+Digital+TaxonomyMayer, R. (n.d.a). Multimedia Learning Theory.Mayer, R. (n.d.b). Technology-Centred v. Learner-Centred Instruction.Mayer, R. (2009). Multimedia learning (2nd ed.). New York, NY: Cambridge

University Press.Mayer, R. (n.d.-c). Triarchic Model: Fostering Generative Cognitive Processing.

Laureate Education, Inc. (Executive Producer).Nye, W. (2011, upload). Climate 101 with Bill Nye. Retrieved from http://www.youtube.com/watch?v=3v-w8Cyfoq8&feature=youtu.beTriarchic Model: Reducing extraneous Cognitive Processing. (n.d.). Retrieved

from https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_3108403_1&content_id=_11161892_1#_11161960_1