Running head: Absent P.E.

Teachers Middleton1

Denetria Middleton

EDIT 720

Dr. Corey Lee

20 March 2017

ABSENT PHYSICAL EDUCATION TEACHER

Normally when a Physical Education teacher is absent, students play a game they were

already taught or even worse they watch a movie. So many times it is hard to find a retire

Physical Education teacher to cover your class. As a result, you get a normal substitute. Steve

Svedsen, a college professor, has created a multimedia lesson for when he would be absent from

his class. This video was found on YouTube, (https://www.youtube.com/watch?

v=w6udW78NKgI). After I watched this video I then saw that he had various videos for his

students. One video was a Welcome to PE video and a Last call to pass Q2.

This critique will discuss the positives and negative based off Svedsens PE Class 10/4

determined from the aspects of multimedia learning principles. In this critique, I will discuss how

effective the PE Class 10/4 video is to learners.

POSITIVES

The PE Class 10/4 have a couple of positive points: accessible and concise. Anyone

that has the internet can access Svedsens channel that has the PE Class 10/4 video. This

multimedia presentation is located on YouTube.

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Figure 1: Svedsen (2016) PE Class 10/4 YouTube Video

The internet is a very powerful tool that caters to todays society. Its on cell phones,

computers, laptops, tablets, and more. With that being said, the most positive advantage of

Svendsens video is how accessible it is. If one of his students is not in class that day, they can

simply pull the link up from his email, or search it on YouTube. Secondly, the video was

approximately eight minutes long. However, when adding in the additional videos students had

to watch the video took me twenty five minutes to watch. For college students, I dont think that

was an overload on their working memory. According to Smith and Ragan (1999), working
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memory is similar to the RAM memory on a computer, everything must momentarily dwell to be

processed. After the information has entered working memory, the most important part is getting

it to long term memory. However, I dont think with this multimedia presentation did not lead to

long term memory.

Another positive, this presentation had was it included video and audio. As a learner,

students who receive both auditory and visual modalities learn more (Daniel, et. al, 2004).

According to Daniel et. al (2004), research has shown that computer based multimedia can

improve learning and retention. In the YouTube video, Svendsen used Microsoft PowerPoint and

Screencast to record his voice. Screencast allows you to point out and highlight the key concepts.

Within the PowerPoint were YouTube videos, however they were not hyperlinked. According to

Daniel et. al (2004), multimedia is enhanced when presentations include animations and video

clips, but to get that working memory to long term memory a step needs to be taken further.

NEGATIVES

Although there were a couple positives there were quite a few negatives to this

multimedia presentation. As a Physical Education teacher, we want our students moving and

being active most of the lesson. There wasnt any activity involved with this lesson. The entire

point of physical education is to get students active and understand why activity is important. In

relationship to multimedia principles is it fed into the spilt-attention effect. According to Kaluga,

Chandler & Sweller (1999), when working with PowerPoint presentation modalities within the

digital content need to include auditory text with visual diagrams or animations instead of voice

over on screen narration. During the PE Class 10/4 video Svendsen only used voice over and

screen narration. If students had an embedded hyperlink in the video, animation would have been
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included. This leads us to our next negative for the multimedia presentation, extraneous cognitive

load.

According to Mayer & Moreno (2010), extraneous material can cause learners to reduce

their retention rate. In order to eliminate extraneous processing, multimedia presentations need to

exclude extraneous material. This extraneous material can be anything from poor layouts,

material not related to the lesson, or even giving too much information. Svedsen violated the

extraneous material principle. In Figure 2, pictured below is the presentation, however he never

put the PowerPoint into Presentation mode. As a student, instead of focusing on on the

material, they may focus on what slide is coming up next. At one point in the presentation, an

email popped up in the right hand corner. This subtle, yet small notification can decrease

learning.

Figure 2: Svedsen (2016) PE Class 10/4 Extraneous Material

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REDESIGN

If I were to re-design this multimedia presentation, the very first thing I would change is

to make sure all notifications were turned off and apply the presentation mode on PowerPoint. A

learner who gains more information from visuals would be distracted by the slide pane. Instead

of focusing on the current slide they may began to look ahead at how many slide we have left, or

what is the next slide about. Next, I would hyperlink the websites within the PowerPoint. While I

was recording my presentation, the video would play inside of the PowerPoint. As a student,

especially if I do not possess a lot of prior knowledge with computers, I would get confused

switching back and forth between an email and YouTube presentation. Learners will then get so

tied up in the technology that they wont be learning. Throughout the presentation, Svedesn

would introduce a term, however he would define the word through narration only. If I were

presenting this, I would make sure to have the vocabulary word on the screen as well as the

definition. Research has shown that dual-coding also increases retention.

SUMMARY

My overall impression of this presentation was a four out of ten. There were too many

multimedia principles and learning theories violated. As an educator I think the extraneous

material was the most important. When you are trying to teach, you want to avoid as many

distractions as possible. Everything from the notification popping up, full screen not up, and

YouTube videos not being embedded was a deal breaker. However, I did enjoy the fact that there

were some other links to view. Another positive, was at the beginning of the presentation he

discussed what the learner should know at the end of the lesson. Students also knew what

assignments were due next as well. I found this video on YouTube, therefore I dont know if this
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was a refresher lesson, or it was being taught for the first time. If it was a refresher lesson , I

would give this presentation a six out of ten.

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Work Cited

Daniel, D.B., Froman, R., Ludwig, T.E., Mathie, V.A. (2004). Using Multimedia in Classroom

Presentations: Best Principles. Society for the Teaching of Psychology Pedagogical

Innovation Task Force.

Kaluga, S., Chandler, P. Sweller, J. (1999). Managing Split-Attention and Redundancy in

Multimedia Instruction. Applied Cognitive Psychology, 13, 351-371.

Mayer, R.E., & Moreno, R. (2010). Techniques that Reduce Extraneous Cognitive Load and

Manage Intrinsic Cognitive Load During Multimedia Learning. In J.L. Plass, R. Moreno,

& R. Brunken (Eds.), Cognitive Load Theory (pp. 131-152). New York: Cambridge.

Smith & Ragan (1999). Introduction to Instructional Design. Instructional Design (pg. 1-22).

New York: Wiley.

Svedsen, S. (2016). PE Class 10/14. [Video File]. Retrieved from

https://www.youtube.com/watch?v=w6udW78NKgI