Research into practice: evaluation of Skills Hub content and implications for library staff development in the creation of video OERs

Authors

  • Jonas House University of Northampton
  • Georgina Dimmock University of Northampton

DOI:

https://doi.org/10.14234/elehe.v7i1.89

Keywords:

OERs, Skills hub, video, staff development, library, academic skills, multimedia learning, educational psychology

Abstract

The University of Northampton Skills Hub is an online open-access repository of academic skills resources whose primary content is a body of short video open educational resources (OERs) created in-house by staff. To ensure OER quality and to identify staff development needs, the Skills Hub: Review, Redesign, Rebuild project was conducted. The project assessed the quality of fifty of the Skills Hub’s video OERs by inviting fifteen reviewers from different user groups to critically assess the resources. The results were analysed thematically and then considered in relation to the extant literature on the creation of multimedia educational resources and online OERs. Four main practical categories required attention in the creation of future video OERs: technical, presentation, structural and content. These four categories fed into four superordinate categories regarding cognition and reception of OERs: comprehension, concentration, information retention and professionalism. Practitioner recommendations are made for video OER producers, and the findings are situated in relation the principles of multimedia learning theory.

Author Biographies

Jonas House, University of Northampton

Jonas House BA (Hons) MRes worked as Research Assistant on the Skills Hub: Review, Redesign, Rebuild project and undertook the content analysis of the project data.

Georgina Dimmock, University of Northampton

Georgina Dimmock BA (Hons) MSc PGCTHE MCLIP FHEA led on the development of the Skills Hub and established the Skills Hub: Review, Redesign, Rebuild project.

References

Atkinson, R. K., Mayer, R. E., and Merrill, M. M. (2005) 'Fostering Social Agency in Multimedia Learning: Examining the Impact of an Animated Agent's Voice'. Contemporary Educational Psychology, 30: 117-139. http://dx.doi.org/10.1016/j.cedpsych.2004.07.001

Davies, A., Fidler, D., Gorbis, M. (2011) Future Work Skills 2020. Institute for the Future, for the University of Phoenix Research Institute. Available at http://www.urv.cat/media/upload/arxius/CAE/oprofessional/future_work_skills_2020.pdf (accessed 12/7/14)

Flyvbjerg, B. (2004) Five Misunderstandings about Case-Study Research. In: C. Seale, G. Gobo, J. F. Gubrium and D. Silverman (eds) Qualitative Research Practice. London: Sage. http://dx.doi.org/10.4135/9781848608191.d33

Gerjets, P., Scheiter, K., and Catrambone, R. (2004) 'Designing Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures'. Instructional Science, 32 (1-2): 33-58. http://dx.doi.org/10.1023/B:TRUC.0000021809.10236.71

Ginns, P. (2006) 'Integrating Information: A Meta-Analysis of Spatial Contiguity and Temporal Contiguity Effects'. Learning and Instruction, 16 (6): 511-525. http://dx.doi.org/10.1016/j.learninstruc.2006.10.001

Gray, D. E. (2011) Doing Research in the Real World. Second edition. London: Sage.

Hood, J. (2005) Orthodoxy vs. Power: The Defining Traits of Grounded Theory. In: A. Bryant and K. Charmaz (eds) The SAGE Handbook of Grounded Theory. London: Sage.

House, J. (2014) Skills Hub: Review. Redesign, Rebuild Research Report. LLS, University of Northampton. Available at https://skillsinnovation.files.wordpress.com/2014/06/skills-hub-report.pdf (accessed 12/7/14).

Huang, C. (2005) 'Designing High-Quality Interactive Multimedia Learning Modules'. Computerized Medical Imaging and Graphics, 29 (2-3): 223-233.

http://dx.doi.org/10.1016/j.compmedimag.2004.09.017

Kämpfe, J., Sedlmeier, P., and Renkewitz, F. (2010) 'The Impact of Background Music on Adult Listeners: A Meta-Analysis'. Psychology of Music, 39 (4): 424-448. http://dx.doi.org/10.1177/0305735610376261

Kalyuga, S., Chandler, P., and Sweller, J. (1998) 'Levels of Expertise and Instructional Design'. Human Factors, 40 (1): 1-17. http://dx.doi.org/10.1518/001872098779480587

LLS (2013) Skills Hub. LLS, University of Northampton. Available at http://skillshub.northampton.ac.uk (accessed 12/7/14).

LLS (2014) Skills Hub: Review, Redesign, Rebuild. LLS, University of Northampton. Available at http://skillsinnovation.wordpress.com (accessed 12/7/14)

Mautone, P. D, and Mayer, R. E. (2001) 'Signaling as a Cognitive Guide in Multimedia Learning'. Journal of Educational Psychology, 93 (2):.377-389.

http://dx.doi.org/10.1037/0022-0663.93.2.377

Mayer, R. E. (2009) Multimedia Learning. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511811678

Mayer, R. E., and Anderson, R. B. (1991) 'Animations Need Narrations: An Experimental Test of a Dual-Coding Hypothesis'. Journal of Educational Psychology, 83 (4): 484-490. http://dx.doi.org/10.1037/0022-0663.83.4.484

Mayer, R. E., and Anderson, R. B. (1992) 'The Instructive Animation: Helping Students Build Connections Between Words and Pictures in Multimedia Learning'. Journal of Educational Psychology, 84 (4): 444-452. http://dx.doi.org/10.1037/0022-0663.84.4.444

Mayer, R. E., and Chandler, P. (2001) 'When Learning is Just a Click Away: Does Simple User Interaction Foster Deeper Understanding of Multimedia Messages'. Journal of Educational Psychology, 93 (2): 390-397. http://dx.doi.org/10.1037/0022-0663.93.2.390

Mayer, R. E., Dow, G. T., and Mayer, S. (2003a) 'Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds?' Journal of Educational Psychology, 95 (4): 806-813. http://dx.doi.org/10.1037/0022-0663.95.4.806

Mayer, R. E., Sobko, K., and Mautone, P. D. (2003b) 'Social Cues in Multimedia Learning: Role of Speaker's Voice'. Journal of Educational Psychology, 95: 419-425. http://dx.doi.org/10.1037/0022-0663.95.2.419

Moreno, R., and Mayer, R. E. (1999) 'Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity'. Journal of Educational Psychology, 91 (2): 358-368. http://dx.doi.org/10.1037/0022-0663.91.2.358

Moreno, R., and Mayer, R. E. (2000a) 'A Coherence Effect in Multimedia Learning: The Case for Minimizing Irrelevant Sounds in the Design of Multimedia Instructional Messages'. Journal of Educational Psychology, 92 (1): 117-125. http://dx.doi.org/10.1037/0022-0663.92.1.117

Moreno, R., and Mayer, R. E. (2000b) 'Engaging Students in Active Learning: The Case for Personalized Multimedia Messages'. Journal of Educational Psychology, 92 (4): 724-733. http://dx.doi.org/10.1037/0022-0663.92.4.724

Moreno, R., and Mayer, R. E. (2004) 'Personalized Messages that Promote Science Learning in Virtual Environments'. Journal of Educational Psychology, 96 (1): 165-173. http://dx.doi.org/10.1037/0022-0663.96.1.165

Nass, C., and Brave, S. (2005) Wired for Speech: How Voice Activates and Advances the Human-Computer Relationship. Cambridge, Massachusetts: MIT Press.

Nikoi, S., and Armellini, A. (2012) 'The OER Mix in Higher Education: Purpose, Process, Product, and Policy'. Distance Education, 33 (2): 165-184.

http://dx.doi.org/10.1080/01587919.2012.697439

Thompson, W. F., Schellenberg, E. G., and Letnic, A. K. (2012) 'Fast and Loud Background Music Disrupts Reading Comprehension'. Psychology of Music, 40 (6): 700-708. http://dx.doi.org/10.1177/0305735611400173

Downloads

Published

2015-09-22

How to Cite

House, J., & Dimmock, G. (2015). Research into practice: evaluation of Skills Hub content and implications for library staff development in the creation of video OERs. Enhancing the Learner Experience in Higher Education, 7(1), 29–45. https://doi.org/10.14234/elehe.v7i1.89

Issue

Vol. 7 No. 1 (2015)

Section

Articles

License

The author(s) must warrant that an article is original and the sole work of the author(s); the author(s) must also obtain relevant permissions from any third-party copyright holders. Where an article or report has more than one author, the submitting author is responsible for ensuring that all other authors agree to the terms of submission. Copyright and associated moral rights in works published in Enhancing the Learner Experience in Higher Education are retained by the authors. Authors grant to The University of Northampton and Enhancing the Learner Experience in Higher Education non-exclusive rights to reproduce works electronically (in full or in part) and to publish works in any such media current or later developed. By virtue of their appearance in this open access journal, works may be used freely, with proper attribution, in educational and other non-commercial settings.