TED ED
Description
TED ED is a web-based learning tool that uses a flipped classroom instructional style. TED ED is essentially an archive of short educational videos, based on a multitude of subjects, where students and teachers can interact with the material in four foundational ways: Watch. Think. Dig Deeper. Discuss.
What makes TED ED stand out as an educational platform is the high level of production value. The information presented in every TED ED video is vetted and created by professional teams consisting of animators, writers, and educators. This creates a sense of academic authority and consistency.
TED ED is a web-based learning tool that uses a flipped classroom instructional style. TED ED is essentially an archive of short educational videos, based on a multitude of subjects, where students and teachers can interact with the material in four foundational ways: Watch. Think. Dig Deeper. Discuss.
What makes TED ED stand out as an educational platform is the high level of production value. The information presented in every TED ED video is vetted and created by professional teams consisting of animators, writers, and educators. This creates a sense of academic authority and consistency.
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Justification for Using this Tool
Justification 1 - ARCS Model of Motivational Design
Justification 1 - ARCS Model of Motivational Design
- The casual and often humorous tones of the videos help capture and retain attention thereby maintaining a student's motivation during the process.
- The customization also allows the educator focus on areas of the content that are more relevant to their students which helps motivate learning as suggested by the ARCS model of motivational design (Keller 2010).
- The videos are short, usually only six to seven minutes long, therefore not demanding excessive cognitive load.
- The learning process is broken into smaller digestible categories and decreases extraneous load (David 2014).
- The platform is arranged to build on the previous step. The process starts by simply watching the video which is followed by answering questions about the content then reflecting upon the information and extending it further (Reigeluth 1980).
Strategies for Use
Strategy 1 – Implementing TED ED Clubs
Strategy 1 – Implementing TED ED Clubs
- Introduce TED ED Clubs in the educational setting. This will encourage like-minded individuals to participate thereby ensuring that the participants will be engaged in the learning process and increase motivation and interaction with the platform.
Strategy 2 – Flip this Lesson!
- An educator can find videos about an area of interest for their classroom. By using TED ED's "Flip this Lesson" option, the learning experience can be customized to meet student needs and contour to curriculum based standards.
Helpful Resources
Resource 1 – TED ED Club Blog Post
Resource 1 – TED ED Club Blog Post
- A blog post from the TED ED team with helpful information regarding the setup and maintenance of TED ED Clubs in educational institutions.
- Learn how to customize a TED ED video in order to captivate your students, track their progress, and meet specific curriculum guidelines.
References
David, L. (2014) "Cognitive Load Theory of Multimedia Learning (Sweller). Learning Theories,
Retrieved from https://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model of motivational design. Boston, MA: Springer.
Reigeluth, C., Merrill, M. D., Wilson, B., & Spiller, R. (1980). The elaboration theory of instruction: A model for sequencing and synthesizing instruction. Instructional Science, 9(3).
Author
Constance Adams ([email protected])
Bio: Constance Adams holds an Honours BA Specializing in English from the University of Toronto and is currently studying at the University of Ontario Institute of Technology in the Master of Education program specializing in adult education and digital technologies.
David, L. (2014) "Cognitive Load Theory of Multimedia Learning (Sweller). Learning Theories,
Retrieved from https://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model of motivational design. Boston, MA: Springer.
Reigeluth, C., Merrill, M. D., Wilson, B., & Spiller, R. (1980). The elaboration theory of instruction: A model for sequencing and synthesizing instruction. Instructional Science, 9(3).
Author
Constance Adams ([email protected])
Bio: Constance Adams holds an Honours BA Specializing in English from the University of Toronto and is currently studying at the University of Ontario Institute of Technology in the Master of Education program specializing in adult education and digital technologies.