Critique #1 - Señor Jordan's Videos
Senor Jordan is a gentleman who has created multiple videos to highlight specific grammar or vocabulary concepts in Spanish. For each topic he has created a separate page on his website that provides an explanation of the concept, necessary vocabulary and a short video to summarize the information provided on the page. Depending on the topic the page may also include links to any relevant prior knowledge. The target audience depends on the page and video selected. For this critique I will review the resources associated with the verb “ir” which means, “to go” in English. Senor Jordan has created three short videos to introduce the verb “ir”, places, and common uses for the verb “ir.” Each video has it’s own page on his website which contains useful information and a list of relevant vocabulary. The target audience for these videos is a beginning language learner in middle school or higher. Below you will find links to each of the web pages. However, the videos can also be accessed directly through YouTube and watched independently.
IR (part 1) and place vocabulary
IR (part 2) ¿Adónde…?
IR (part 3) + verbo
In this series of videos Senor Jordan has applied numerous multimedia principles. First, he has used the segmented principle to reduce essential overload. He has divided his presentation of the verb “ir” in three videos. The videos range from three and half minutes to just under six minutes. In doing this he has presented the material in manageable pieces for the learner. In addition, during each video he encourages the learner to pause the video if they need more time to process information. He himself pauses briefly between each example to give the leaner a chance to internalize the information.
Next, Senor Jordan applies the pre-training principle. This principle is more evident in the second and third video. In this first video when he first introduces the verb “ir” he shows each form of the verb with the appropriate pronoun. Before watching this video students will have ample exposure and understanding of subject pronouns. The first video also references the idea of nouns and gender. This is another concept that has already been taught in a prior lesson. In each subsequent video he activates prior knowledge before moving on to new material. The second and third videos begin with a review of the verb “ir” and the personal “a” which was introduced in each video prior.
Thirdly, Senor Jordan applies the modality principle. The modality principle states that in order to reduce essential overload visual presentations should be accompanied by a narration instead a written text. In my opinion, Senor Jordan does this but, with a slight modification. In terms of language acquisition it is important for a learner to see the word, make a visual connection and hear the word. In the first video Senor Jordan does just that. He presents an image that represents the word, the text of the image, and then he says it. There is very limited text that accompanies the picture which is why I believe he successfully applies the modality principle.
In addition to the multimedia principles addressed above the videos also support a number of learning theories. At the very basic level the videos increase the likelihood that the content will be processed properly and efficiently in the working memory. Chunking, rehearsal and encoding increases the capacity of the working memory and each one of these instructional strategies is presented in the videos. The verb “ir” is an important verb. It allows people to express where they are going, what they are going to do, who they are going to do it with and when they are going to do it. The verb is also supported by unique grammar concepts and specific vocabulary. Senor Jordan divides or chunks this large topic into three manageable pieces. In addition, within each video the content is chunked into three pieces. Each video reviews prior knowledge, introduces new material and summarizes what you should have learned in that video. An opportunity to rehearse or repeat the vocabulary terms is presented in the first video when Senor Jordan pauses after he introduces each place. This pause allows the learner and opportunity to repeat the vocabulary term. Furthermore, each time Senor Jordan revisits the verb “ir” he presents it in a table. This same table is used repeatedly in Spanish to introduce various grammar concepts. The table not only helps the learner organize the information mentally but also allows them to make connections with prior learning. This process provides an opportunity for information to be properly encoded and retrieved in the future.
Another theory that is supported through the videos is the assimilation theory. The assimilation theory suggests that new information will either be subordinate, superordinate or coordinate to anchoring ideas. With each successive video the information presented is superordinate or coordinate to information presented in the previous video. For example, the second video takes a look at how one asks where one is going to. This question requires the learner to access prior knowledge of places and the personal “a.” The new information, “¿Adónde ….?” will be superordinate to the prior knowledge. Furthermore, the idea of “ir + a + verb” will be coordinate to the knowledge already present of “ir + a + place.”
The videos also support the notion of dual coding theory. This is quite evident in the first video. In the first video Senor Jordan introduces a set of vocabulary that relates to places. As mentioned above he introduces the vocabulary by showing a picture, showing the supporting text, and saying the word. This practice should make it easier for learners to encode the vocabulary in their long term memory. It also provides them with a visual cue for the vocabulary word which should allow them to recall the vocabulary effortlessly when needed. It is believed by some that if a learner “mentally sees” a term they will have better success storing it in their long term memory and in return better success recalling it when needed. After viewing the video, learners also has the opportunity to view the vocabulary in a list provided. The list is organized in the order it was presented in the video. This allows the learner to view similar vocabulary in a group and thus begin to mentally organize the information.
One learning theory that the videos do not apply is the theory of situated cognition. The videos provide the learner the opportunity to engage in the content and check their own understanding towards the end of each one but, they do not allow the learning to be part of a community or engage in any social experiences. Situated cognition theory suggests learning is the sum of all a learner has done as well as the social interactions and experiences. These videos do not require learners to be accountable to anyone other than themselves which may not be beneficial for all learners and thus reduce their cognitive abilities.
Overall, I believe Senor Jordan has created an excellent learning tool for beginning Spanish learners. He does an incredible job reviewing prior knowledge and helping students make connections between current and previous material. He also continually encourages students to pause the video and makes references to additional resources if additional support is required. In addition, he provides an opportunity to practice and assess their understanding at the end of the video. If I were to re-design this product I would do two things. First, I would streamline the information presented on the website. The font color, size and orientation make it difficult to read and therefore process the relevance and importance of the information presented. In addition, the quality of some of his videos needs to be improved. The colors and clarity should be sharper and brighter in order to keep students engaged in learning.
IR (part 1) and place vocabulary
IR (part 2) ¿Adónde…?
IR (part 3) + verbo
In this series of videos Senor Jordan has applied numerous multimedia principles. First, he has used the segmented principle to reduce essential overload. He has divided his presentation of the verb “ir” in three videos. The videos range from three and half minutes to just under six minutes. In doing this he has presented the material in manageable pieces for the learner. In addition, during each video he encourages the learner to pause the video if they need more time to process information. He himself pauses briefly between each example to give the leaner a chance to internalize the information.
Next, Senor Jordan applies the pre-training principle. This principle is more evident in the second and third video. In this first video when he first introduces the verb “ir” he shows each form of the verb with the appropriate pronoun. Before watching this video students will have ample exposure and understanding of subject pronouns. The first video also references the idea of nouns and gender. This is another concept that has already been taught in a prior lesson. In each subsequent video he activates prior knowledge before moving on to new material. The second and third videos begin with a review of the verb “ir” and the personal “a” which was introduced in each video prior.
Thirdly, Senor Jordan applies the modality principle. The modality principle states that in order to reduce essential overload visual presentations should be accompanied by a narration instead a written text. In my opinion, Senor Jordan does this but, with a slight modification. In terms of language acquisition it is important for a learner to see the word, make a visual connection and hear the word. In the first video Senor Jordan does just that. He presents an image that represents the word, the text of the image, and then he says it. There is very limited text that accompanies the picture which is why I believe he successfully applies the modality principle.
In addition to the multimedia principles addressed above the videos also support a number of learning theories. At the very basic level the videos increase the likelihood that the content will be processed properly and efficiently in the working memory. Chunking, rehearsal and encoding increases the capacity of the working memory and each one of these instructional strategies is presented in the videos. The verb “ir” is an important verb. It allows people to express where they are going, what they are going to do, who they are going to do it with and when they are going to do it. The verb is also supported by unique grammar concepts and specific vocabulary. Senor Jordan divides or chunks this large topic into three manageable pieces. In addition, within each video the content is chunked into three pieces. Each video reviews prior knowledge, introduces new material and summarizes what you should have learned in that video. An opportunity to rehearse or repeat the vocabulary terms is presented in the first video when Senor Jordan pauses after he introduces each place. This pause allows the learner and opportunity to repeat the vocabulary term. Furthermore, each time Senor Jordan revisits the verb “ir” he presents it in a table. This same table is used repeatedly in Spanish to introduce various grammar concepts. The table not only helps the learner organize the information mentally but also allows them to make connections with prior learning. This process provides an opportunity for information to be properly encoded and retrieved in the future.
Another theory that is supported through the videos is the assimilation theory. The assimilation theory suggests that new information will either be subordinate, superordinate or coordinate to anchoring ideas. With each successive video the information presented is superordinate or coordinate to information presented in the previous video. For example, the second video takes a look at how one asks where one is going to. This question requires the learner to access prior knowledge of places and the personal “a.” The new information, “¿Adónde ….?” will be superordinate to the prior knowledge. Furthermore, the idea of “ir + a + verb” will be coordinate to the knowledge already present of “ir + a + place.”
The videos also support the notion of dual coding theory. This is quite evident in the first video. In the first video Senor Jordan introduces a set of vocabulary that relates to places. As mentioned above he introduces the vocabulary by showing a picture, showing the supporting text, and saying the word. This practice should make it easier for learners to encode the vocabulary in their long term memory. It also provides them with a visual cue for the vocabulary word which should allow them to recall the vocabulary effortlessly when needed. It is believed by some that if a learner “mentally sees” a term they will have better success storing it in their long term memory and in return better success recalling it when needed. After viewing the video, learners also has the opportunity to view the vocabulary in a list provided. The list is organized in the order it was presented in the video. This allows the learner to view similar vocabulary in a group and thus begin to mentally organize the information.
One learning theory that the videos do not apply is the theory of situated cognition. The videos provide the learner the opportunity to engage in the content and check their own understanding towards the end of each one but, they do not allow the learning to be part of a community or engage in any social experiences. Situated cognition theory suggests learning is the sum of all a learner has done as well as the social interactions and experiences. These videos do not require learners to be accountable to anyone other than themselves which may not be beneficial for all learners and thus reduce their cognitive abilities.
Overall, I believe Senor Jordan has created an excellent learning tool for beginning Spanish learners. He does an incredible job reviewing prior knowledge and helping students make connections between current and previous material. He also continually encourages students to pause the video and makes references to additional resources if additional support is required. In addition, he provides an opportunity to practice and assess their understanding at the end of the video. If I were to re-design this product I would do two things. First, I would streamline the information presented on the website. The font color, size and orientation make it difficult to read and therefore process the relevance and importance of the information presented. In addition, the quality of some of his videos needs to be improved. The colors and clarity should be sharper and brighter in order to keep students engaged in learning.