MODULE 4: DEVELOP – LEARNING ASSET

Table of Contents
MODULE 4: DEVELOP – LEARNING ASSET...................................................................................................................... 1
Module Overview ........................................................................................................................................................... 2
Module 4, Task 1(OPTIONAL): Videos for Teaching and Learning ............................................................................ 3
Module 4, Task 2a: Multimedia Principles for Online Course Design, Part 1 ........................................................... 4
Module 4, Task 2b: Multimedia Principles for Online Course Design, Part 2 ........................................................... 6
Module 4, Task 3a: 10 Multimedia Principles for Developing Online Learning Assets ............................................ 8
Module 4, Task 3b: Check for Understanding ......................................................................................................... 10
Module 4, Task 4(OPTIONAL): Learning Asset Discussion ...................................................................................... 10
Module 4, Task 5a: Developing Online Learning Assets, Part 1 .............................................................................. 11
Module 4, Task 5b: Developing Online Learning Assets, Part 2 .............................................................................. 12
Module 4, Task 5c: Check for Understanding ......................................................................................................... 14
Module 4, Task 6a: Developing Your Own Video Script .......................................................................................... 14
Module 4, Task 6b: Learning Asset Example – Video Script ................................................................................... 17
Module 4, Task 7(OPTIONAL): Develop a Learning Asset – Video Script ................................................................ 22
Module 4, Task 8: Module Summary ...................................................................................................................... 25

© 2023 by Arizona State University. Module 4 Downloadable Packet for the Online Professional
English Network (OPEN), sponsored by the U.S. Department of State with funding provided by the
U.S. government and administered by FHI 360. This work is licensed under the Creative Commons 1
Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
Module Overview
Welcome to Module 4!
Develop – Learning Asset
Now that you have finished the final part of the Design stage with the hybrid module framework, you will engage
in the Develop stage in Module 4. In this module, the focus is on multimedia principles in online course design.
Multimedia principles can help you make good choices when you want to develop learning assets that help your
students to learn better. You will explore in detail these principles. You will also see how these principles work in
different learning assets. At the end of the module, you will learn how to develop your own learning asset that is
based on multimedia principles and that you can use in your online course.

The suggested date for completion of this module is September 17, 2023.

Learning Objectives:

By the end of this module, you will be able to:

• identify multimedia principles in online course design

• recognize how multimedia principles work in developing videos, readings, and other learning assets
• develop a learning asset (video script) with multimedia principles in mind
• cascade new knowledge by sharing with a peer

Remember to cascade your new knowledge! Share what you learn in Module 4 with one or more of your peers!
Below is the schedule for Module 4:
Module 4 Schedule

Task Description Time to Complete

1 OPTIONAL: Post on Videos for Teaching and Learning 30 minutes

2a Watch Part 1 of a Video 30 minutes

2b Watch Part 2 of a Video 30 minutes

3a Study the Multimedia Principles Infographic 30 minutes

3b Check for Understanding 25 minutes
4 OPTIONAL: Post on Learning Asset Discussion 30 minutes

5a Read About Developing Online Learning Assets, Part 1 30 minutes

5b Read About Developing Online Learning Assets, Part 2 30 minutes

5c Check for Understanding 25 minutes

6a Watch a Video 30 minutes

6b Study the Learning Asset Example - Video Script 25 minutes
7 OPTIONAL: Develop a Learning Asset - Video Script 1.5 hours

8 Watch a Video 15 minutes

CIOC, Module 4, Page 2

M O D U LE 4 , T A S K 1 ( OP T I ON A L ) : V I D E O S F OR T E A C H IN G A N D
L E A R N IN G
Discuss and Share (30 minutes)

This discussion is optional and ungraded.

When you develop learning assets in online course design, there are certain
principles or rules to follow to make the learning asset good for students.
These principles or rules help students learn better.

Let’s look at one learning asset: the video. Videos are used a lot in online
courses, just like in this course Creating and Implementing Online Courses!
We use them to teach you in an interesting way. There are different
principles or rules we follow to make sure that the videos help you learn.
Before looking at these principles, let’s reflect more on videos used in
“Untitled” by 200 Degrees is licensed under the Pixabay License.
teaching and learning.

Instructions

1. Answer the following questions in a discussion post:

o Think about a teaching video you have used in your classroom and you liked. OR think about a
video you watched to learn something and you liked.
▪ What was the video about?
▪ What made it good for your students or you?
o Think about a teaching video you decided not to use in your classroom. Or think about a video
you watched to learn something and you did not like.
▪ What was the video about?
▪ What made it bad for your students or you?
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Look at your peer’s answer for the video that the
peer did not like. In 2-3 sentences, discuss how you think the bad video could be changed to be a good
video.

Below is an example from Sarah:

I watched a video on how to make a lesson more student-centered. I really liked it because it had good images
that really showed you what the person was talking about. The person who was talking was very clear and
used her voice to show which ideas were important. I also watched a teaching video about using the simple
present. I wanted to show it to my students, but I didn’t like it at all! The person who was talking spoke very,
very quickly. I had a hard time understanding him! Also, there were no pictures used at all. The video was just
the person talking and nothing to support his words.

CIOC, Module 4, Page 3

M O D U LE 4 , T A S K 2 A : MU L T I ME D IA P R IN C IP L E S F OR ON L I N E
C OU R S E D E S I GN , P A R T 1
Watch a Video (30 minutes)
Now let's watch a video to learn about 5 multimedia principles for online course design.

You can also read a transcript of the video below.

Multimedia Principles for Online Course Design, Part 1 – Video Transcript

Sarah: Okay, everyone! I have developed formative assessments and I am ready to move on to developing the rest
of my learning assets in my hybrid module framework. I still have a lot of my course left to develop! I am going to
have videos, readings, discussion boards, and more. Any tips?

Sarah: It looks like some people have responded to my vlog. Let’s see what they have to say. @TeacherForLife
says, “Great to see you moving along. You know who you should check out? Dr. Richard Mayer. He’s an expert in
multimedia learning and well-respected in the instructional design community. He has a list of multimedia
principles that could help you develop your learning assets. I’ll send you a brief overview.” Sounds interesting! Oh,
and @EnglishisEverything says the same thing: “I love Richard Mayer’s work!” Sounds like someone I need to learn
more about.

Narrator: Richard Mayer, a researcher at the University of California Santa Barbara, has done research on online
learning and has developed different multimedia principles that can help first time designers. These principles
were first published in 2001. However, in his research, Mayer worked with students whose first language was
English. So, we have adapted or changed his principles so that they work with students who are learning English.

In this module, we are going to learn about 10 of these principles that you can use in developing learning
assets. But first, let’s define multimedia principles. Principles are like rules or ideas that guide you. Multimedia is
using spoken words, written words, and visuals together in one learning asset. In other words, you use all three
ways to communicate with your students. For example, in this video, you see me talking, you see words on the
screen, and you see visuals. So multimedia principles are rules or ideas to guide you in using words, spoken or
written, and visuals in learning assets, all of which are used in developing online learning assets.

Let’s take a look at one of the multimedia principles that you

can use in developing learning assets: the Personalization
Principle. It says that students learn better when words are
presented in a conversational style rather than formal style. The
conversational style helps to make your connection with
students. So your ability to connect with students matters a lot
online. For example, in videos, you should use language that
feels real and warm and imagine that your students are right in
the room.

CIOC, Module 4, Page 4

Next let’s look at another principle: the Voice Principle. This
principle says that students learn better from real, clear voices
and not from machines. In other words, students learn better
from humans, not computers. Isn’t that good to know? Your
voice is important, especially in online classrooms! Now, just a
word about how to speak on screen. When you speak on screen,
it’s important to speak in an engaging way, so that your students
who are not in the same room as you, feel like they are right
there!

Another multimedia principle, the Signaling Principle, is when a

teacher changes intonation, or the voice goes up and down, at key
points and with key words. Sometimes a video has visual
information, like text or images on screen to show a key idea. But
when there is no visual information, you should use YOUR voice to
show which ideas are the most important. Did you hear what I
said? I said “YOUR voice” not “your voice.” I used voice signaling
to show you that your voice is a key idea in this principle.

And while it is important for you to be clear, another key way to

make the experience more personal for students is to give them
the chance to control the speed of a learning asset
themselves. This is another one of the multimedia principles, the
Interactivity Principle. But how can a student control the speed of
a learning asset? For example, when you use a video asset, you
can give students the ability to pause, go back, go forward, and
watch the video again. You can also give students the ability to
read at their own speed, pause when they want, and go back. You
could also give students the ability to take quizzes again or take
more time on quizzes. Just like in this course, Creating and Implementing Online Courses, you can control how you
watch the videos, when you take the quizzes, and how much time you spend on a reading. Because you can
control how you interact with or use these learning assets, you can take more time on difficult assets for you.

Finally, let’s look at one last principle: the Pre-training Principle. It

says students learn better when they study key words or difficult
words before these words are used in the learning assets. With pre-
training, you should help students with the names and definitions of
major concepts or ideas. For example, a glossary of terms, at the
beginning of each module, just like in this course, gives students
training in the words that they will see before they start the module.
Pre-training can really increase student learning.

These first five principles can be used to make the students’ experience more personal or more like a real
classroom, but online. But what if I told you there were five more principles to think about? You’ll learn about that
soon. Thanks for watching.

References
(The content in these references is copyrighted, and cannot be adapted, or distributed after the end of this course.
It is not Public or Creative Commons-licensed, and therefore not for public use.)

Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.

CIOC, Module 4, Page 5

M O D U LE 4 , T A S K 2 B : MU L T I ME D IA P R IN C IP L E S F OR ON L I N E
C OU R S E D E S I GN , P A R T 2
Watch a Video (30 minutes)
Now let's watch a video to learn about 5 more multimedia principles for online course design.

You can also read a transcript of the video below.

Multimedia Principles for Online Course Design, Part 2 – Video Transcript

Sarah: Okay, so I just learned about 5 of Richard Mayer’s multimedia principles. You know, they really helped me
realize how important it is to make the online experience personal for my students. But now I want to learn more
about the visual parts of online design. I am afraid that since I wasn’t trained in online course design, my online
course is going to look, well, ugly. Can anyone help?

Sarah: I love checking my vlog to see who has replied. It looks like I have some replies. Oh, videos from Sam and
Jessie, of course. I love those guys!

Sam: Hey, Sarah. Just got back from class and saw your vlog. I think one of the hardest things is to start thinking
like a designer. You have to choose colors, think of cool visuals that your students will enjoy and understand.
Remember...make your course beautiful.

Jessie: Hi, Sarah. It is hard making things look good, isn’t it? But the first step is to realize that you aren’t just
talking to students in an online course, you are creating an experience. And that experience involves great writing,
sound, and visuals! All these things together help our students learn.

Narrator: Sam and Jessie are right. You want to create a good experience for your students online. To help, let’s
look at 5 more multimedia principles that we have adapted or changed from Mayer’s research so that they work
with students who are learning English online.

Let’s start with a basic but very important principle. Students learn
better from words and pictures than from words alone. This is the
Multimedia Principle. It is important that you don’t just think of your
online class as a place with words, but a place that looks interesting
and makes students want to engage. Words can teach...but so can
visuals...and visuals and words together can really make a difference in
helping students understand what you want them to learn. So, for
example, Sarah used a picture of a woman with her hand on her head
with the new vocabulary word “headache” next to it to show meaning.

CIOC, Module 4, Page 6

Okay, now I am going to teach a very unusual word: contiguity.
Contiguity means 2 things should be close together. Sometimes,
visuals and words are far apart from each other, and that makes it
hard to learn things online. The Contiguity Principle says that it is
better for learning when words and visuals are near each other.

For example, look at this picture of a house with scaffolding from

a reading earlier in this course.

The sentence near the visual is, “The course outline is like the scaffolding of the house.” The visual helps to show
the meaning of the sentence. If the visual was far away, it would not help you learn what a course outline is. So
remember, when the words and visuals are connected to each other, you want to have them close to each other in
the learning assets you develop.

Another similar problem can happen when too many words and
visuals are together. It just gets confusing and messy. The
Coherence Principle teaches that it is important to remove extra
words, visuals, and sounds, so that students notice what is most
important.

For example, look at this visual comparing asynchronous and

synchronous learning.

The visual uses only the words that are needed. The visual is interesting, but simple, which helps your
understanding. The learning assets are shown in a list not in complete sentences. So, as you develop learning
assets like videos or readings, ask yourself, “Which words do my students really need?” Which visuals do my
students really need?” or “Should I say all these words?” Only keep the words, visuals and sounds that you think
will help your students learn.

CIOC, Module 4, Page 7

Our next principle is the Modality Principle. It says that students
learn better from visuals and spoken words than from visuals and
written words. For example, look at this visual. I said the definition of
the principle and did not write it on the screen. This use of the visual
and the spoken words will help you learn the principle better. So, if
you have a lot of visuals in a learning asset, like many slides in a video,
you’ll want to make sure to add your voice to explain the visuals in
your video.

For English language learners, it can be very important to have the

words about the visuals spoken and written in a learning asset, like a video. This works well with learners who have
low levels of English. Just remember to use audio at the same time as the visual.
Finally, there is the Segmenting Principle, which is to divide things
into small parts for students. Information that is too long can be
difficult to understand, which is why we recommend that videos be
no longer than five to seven minutes long. If you have a lot of
information, make 2 videos! Or think about some of the readings we
have done in this course. We divided readings into 2 or 3 different
parts and put them on 2 or 3 different online pages. The learning
asset was divided into smaller parts to make it easier for you to
learn.

These 5 multimedia principles can really help you to develop an online course that will give your students a good
experience. If you use all 10 of these multimedia principles, you will definitely have a strong online course.

Looks like my time is up! Thanks for watching.

References
(The content in these references is copyrighted, and cannot be adapted, or distributed after the end of this course.
It is not Public or Creative Commons-licensed, and therefore not for public use.)

Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.

M O D U LE 4 , T A S K 3A : 10 MU L T I ME D IA P R IN C I P L E S F OR
D E V E L O P IN G ON L IN E L E A R N IN G A S S E T S
Study the Multimedia Principles Infographic (30 minutes)
Here is the 10 Multimedia Principles for Developing Online Learning Assets infographic. The infographic has the
name of each of the 10 principles and their definitions.

As you study the infographic, pay close attention to the principles' definitions. They will help you to develop
strong learning assets. You will also use this infographic to help you in the final task of this module.

Study the multimedia principles infographic below.

CIOC, Module 4, Page 8

CIOC, Module 4, Page 9
M O D U LE 4 , T A S K 3B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the videos and infographic.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 4 , T A S K 4 ( OP T I ON A L ) : L E A R N IN G A S S E T
D IS C U S S I O N
Discuss and Share (30 minutes)

This discussion is optional and ungraded.

You have just learned about the multimedia principles that are used to develop
learning assets in an online course. It is important to cascade your new
knowledge by discussing takeaways, or things you have learned, with your
peers in your teaching context. This will help you to better understand the “Untitled” by Geralt is licensed under the Pixabay License.
information and to develop strong learning assets. In fact, you can develop a
learning asset - a video script for a video - at the end of this module. To help you prepare for developing this
learning asset, let’s discuss!

Instructions

1. Answer the following questions in a discussion post:

o What are 2 takeaways about multimedia principles that you will share with a peer in your
teaching context?
o Which module in your course outline could you make a video script for?
o Where in your hybrid module framework could you put your video?
o What are 2 multimedia principles you could use in developing that module video and/or video
script? Also, explain why you could use each of these multimedia principles in your video and/or
video script.
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Choose 1 of the multimedia principles that your peer
wants to use in developing their video asset. In 2-3 sentences, explain why you could use this multimedia
principle in your video and/or video script, too.

Below is an example from Sarah:

One takeaway that I will share with my peer at my school is the definition of each of the multimedia
principles. I had never heard of them before, and they seem important when creating any learning asset. I will
also tell my peer about why we want to include the multimedia principles in anything we develop for our online
courses. I think that I could develop a video script for my health module in Grammar Focus 1 of my hybrid
module framework. The first multimedia principle I could use in my video is the Personalization Principle
because when I am teaching my students in the video, I want to sound friendly so they feel more interested in
learning. I could also use the Coherence Principle because in my video, I want to use a PowerPoint. I need to
make sure that I don’t use a lot of words or pictures and keep it simple. Because my students are at a low level,
they don’t learn well when there is too much information.

CIOC, Module 4, Page 10

M O D U LE 4 , T A S K 5A : D E V E L OP IN G O N L IN E L E A R N IN G
ASSETS, PART 1
Read About Developing Online Learning Assets – Videos, Quizzes, and
Discussions (30 minutes)
Developing online assets is one of the most important and engaging parts of designing an online course. To
develop interesting learning assets online, you need to think about your course outline and your hybrid module
framework. Remember the course outline is what you will teach and the hybrid module framework is how you will
teach it. For example, if you are developing a video asset, you will want to look at your course outline to choose a
module you will teach. You should also look at the module objectives and decide if a video can help your students
to achieve one or more of your objectives. Then you will want to look at your hybrid module framework and
decide where you will use the video. You also need to take these steps when you are developing other types of
learning assets.

In addition to using your course outline and hybrid module framework, you need to use some of the 10
Multimedia Principles when you are developing an asset. Let’s look at video, quiz, and discussion assets and some
examples of how to use the principles to help you develop these types of learning assets.

Videos
Video assets are often used to show students examples of how the language is used and give students ideas about
a topic. They are also used to teach students about language. Videos can be engaging and motivating to students
and help them to learn.

When you develop a video asset, you start by writing a script that has
the words you will say in the video. It is important to plan the words you
will say so that you can confidently explain the video content to your
students, and they can learn better. In your script, you should use some
of the 10 multimedia principles we have discussed by making sure to
write them in the script.

In this course, Creating and Implementing Online Courses, you watched a video in Module 2 called an Introduction
to Cascading New Knowledge. The principles used to develop the video are:
• Personalization Principle - the woman in the video speaks in a conversational style.
• Voice Principle - the woman in the video speaks with a clear, strong voice.
• Signaling Principle - the woman in the video shows the words that are important with her voice.
• Multimedia Principle - the video includes visuals and words together to show the ideas.
Quizzes
In an online course, quizzes are typically used for formative assessment.

When you are developing quizzes, it is important to use some of the 10

multimedia principles. For example, in this course, we have the Module 1
Task 7c quiz immediately after a reading. The quiz assesses your
understanding of the most important information from the reading. The
principles we used in this quiz are:
• Interactivity Principle - the quiz gives you many chances or
attempts to answer the questions correctly.
• Pre-training principle - difficult and key words used in this
quiz are defined before: in the reading and in the course
glossary.

CIOC, Module 4, Page 11

Discussions
Discussion assets are used in online courses for warm up tasks, formative assessments, connecting students, and
more. Similar to in-person discussion, students can share with each other and receive feedback in online
discussions.

When you are developing discussions, you need to use some of the 10
multimedia principles. Let’s look at one specific example from this course. In
the Module 3, Task 1 discussion, we learning and teaching online. The
principles we used to develop that discussion are:

• Interactivity Principle - you can control the time you spend on

this discussion.
• Personalization Principle - the introduction to this discussion
and Sarah’s example post are written in a conversational style.

Summary
When you are developing video, quiz, and discussion learning assets, remember to use different multimedia
principles. If you use these multimedia principles, you will develop learning assets that students will find engaging
and useful.
References

The first image is a derivative of "Introduction to Cascading New Knowledge?" by World Learning, used under CC BY 4.0 by Arizona State
University for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S. government and
administered by FHI 360.
“Module 1, Task 7c" by Arizona State University is licensed under CC BY 4.0.
“Module 3, Task 1" by Arizona State University is licensed under CC BY 4.0.

M O D U LE 4 , T A S K 5B : D E V E L OP IN G O N L IN E L E A R N IN G
ASSETS, PART 2
Read About Developing Online Learning Assets – Readings, Infographics, and
Instructional pages (30 minutes)
When developing online learning assets, remember to use your course outline and your hybrid module framework
to start. You should also use some of the 10 Multimedia Principles. Let’s look at reading, infographic, and
instructional page assets and some examples of how to use these principles.

Readings
In both online and in-person English language teaching, readings are helpful for showing students examples of how
the language is used and giving students ideas about a topic.

Many teachers often choose to use their textbooks' readings in an online course. However, to develop readings
for an online course, teachers may write their own readings or use articles from other resources, especially
resources that are Open Educational Resources (OER). These are free resources that you can use. If you need to,
you can change them to make them suitable for your students’ language levels. They are very helpful for teachers
and instructional designers. In fact, the resources in this course are OER, and you can use and change them for
your context.

CIOC, Module 4, Page 12

When you are developing readings, it is also important to think about the
10 principles. Let’s look at one specific example. In this course, Creating
and Implementing Online Courses, you read about course objectives in
Module 1. The principles we used to develop that reading are:
• Segmenting Principle - the reading is in two shorter parts
(Writing Course Objectives Based on a Learner Story and
Supplemental Resource for Writing Objectives) instead of
one long reading.
• Multimedia Principle - the reading has visuals that make the
reading easier to understand and more interesting.
• Contiguity Principle - the visuals are near the words on the
page.

Infographics
Infographics are learning assets that use visuals and words to show information quickly and clearly. Infographics
usually have more visuals than words. These visuals can be graphs, charts, icons, and pictures. Because of the
visuals, infographics are engaging for students.

For example, in this course, Creating and Implementing Online Courses, we

developed the 10 Multimedia Principles for Developing Online Learning
Assets infographic to help you understand the principles. The principles we
used to develop that asset are:
• Multimedia Principle - the infographic has visuals and words
together to show the information.
• Contiguity Principle - the visuals and words for each principle
are close together.
• Coherence Principle - the infographic does not include extra
words or visuals that could distract you.

Instructional Pages
In an online course, an instructional page can teach English language students about topics in grammar,
vocabulary, writing and more. The information can be written on the page in the Learning Management System
(LMS) or it can be on a PDF or other file.

For example, in this course, in Module 3 Task 5b, we use an

instructional page to help you understand the hybrid module
framework. On this page we have a PDF with Sarah’s example hybrid
module framework. The principles we used to develop that asset are:
• Multimedia Principle - the PDF includes visuals (table and
explanation bubbles) and words together to show you
what to include in a hybrid module framework.
• Contiguity Principle - the visuals and words in the PDF
are close together.
• Coherence Principle - the PDF does not include extra
words or visuals that could distract you.

Summary
When designing readings, infographics, and instructional pages, always make sure to follow the different
multimedia principles. If you remember and use these multimedia principles, you will develop strong learning
assets that help your students to learn.

CIOC, Module 4, Page 13

References

“Module 1, Task 6 " by Arizona State University is licensed under CC BY 4.0

"10 Multimedia Principles for Developing Online Learning Assets Infographic" by Arizona State University is licensed under CC BY 4.0.
“Module 3, Task 5b" by Arizona State University (Links to an external site.) is licensed under CC BY 4.0

M O D U LE 4 , T A S K 5C : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the reading.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 4 , T A S K 6A : D E V E L OP IN G Y O U R O WN V ID E O S C R IP T
Watch a Video (30 minutes)
Now that you have read about using multimedia principles with different learning assets, let's watch a video that
will help you to develop your own learning asset - the video script.

As you watch the video on developing your own video script, think about the following questions:
• When Jessie makes a video, how does she decide what she wants her video to do and where she will
put it?
• What information does Sam include in the template for his video scripts?

You can also read a transcript of the video below.

Developing Your Own Video Script – Video Transcript

Sarah: Time to create a video script. I have never really created one. It makes me feel like I am a Hollywood script
writer. It is so fun to think about all the possibilities. I have another meeting with Jessie and Sam. They are the
best. This time, I asked them to meet me so that we could discuss what to do when you are writing your first ever
script. I’ll be sure to post the recording to my vlog later!
Sarah: Hi guys! Thanks for joining me. All my followers keep commenting on what wonderful mentors you’ve been
in helping us create our very first online course. The viewing community and I really appreciate all of your great
ideas and advice so far.
Jessie: No problem, Sarah. I’m sure I’ll be asking you for advice sooner or later. That’s what these kinds of shared
vlogs are all about, getting ideas and creating a community of practice.

Sam: All we ask is that you share the knowledge we give you with others. Education is a team sport!

Sarah: Well, that’s the plan! To all you subscribers out there, we’re talking to you! Don’t be afraid to ask more
questions and hit that like button. OK so let’s talk about video scripts. What are some of the basic things you think
about when developing one?

CIOC, Module 4, Page 14

Jessie: Well, I like to start by looking at my course outline
and my hybrid module framework.
Remember that the course outline is what you will teach and
the hybrid module framework is how you will teach it. And
so, I look at my course outline and choose the module I’m
going to develop. Then, I look at my module objectives. I
want my video to help my students to achieve one or more
of my objectives. Then I look at my module framework and
decide where in the module to put a video.

Sarah: OK. I’m looking at my course outline and hybrid

module framework. What I’ll do is develop my module on
Health. My module objectives are: use the simple present
tense with have to talk about health problems and use
vocabulary about the body and health. I think a video can
help my students to achieve these objectives.

Jessie: Ok so then where in your hybrid module framework

will you have the video?

Sarah: Hmm…. it looks like I could add it in the Grammar

Focus 1. What do I do now?

Sam: Now’s the fun part! You’ve chosen your topic and objectives
for your video and next you write a script for what you will say in
the video. This is similar to what you would do in-person when
teaching your students, but how you prepare is a little different. I
like to start with a template, which is something I use for every
script. It’s like this one.

Sarah: Oh, I see. There is a column for the script and one for the
visuals. And there is a box for the notes below the visuals. Can
you explain what goes in each?

Sam: Sure Sarah. In the script column, you write what you want to
say when you record the video.

CIOC, Module 4, Page 15

In the visuals column, you describe what words, pictures, tables,
and other visuals you will have on screen. Or you can even make a
PowerPoint presentation with your visuals and add each slide to
the column.

Lastly, in the notes, you want to plan how you are going to say
your script and what you will do when you record.

Sarah: Ok script, visuals, and notes, I think I get it, but I’m not sure
what I put in the notes. Can you explain that more?

Sam: Yes, so, in the notes you write things like “Say this slowly” or
“Point to this visual”, and the script is the actual words that you
are going to say.

Jessie: Right! It’s important to make notes so you aren’t just

reading your script. You need to use the multimedia principles in
developing your video. You don’t need to use all of the principles,
but some are important to use like the Personalization Principle
and the Voice Principle.

Sarah: Oh yes, I need to speak in a conversational style and with a

clear strong voice.

Jessie: Also, the Signaling Principle and the

Multimedia Principle are good to use for video assets.

Sarah: That makes sense! I’m teaching grammar so I will need to

use my voice to help show my students how the grammar is used. And I want to use visuals near the example
sentences.

Sam: There are other principles you can use, too, but those are some of the most important ones.

Sarah: Ok, so start with the script, then visuals and notes.

Jessie: Right, but… you can also start with the visuals, or even do the script and visuals at the same time.
Sometimes I make my visuals and write my script together.

Sarah: Oh ok, I guess I’ll see what works best for me. I think I’m ready to get started.

Sam: That’s great! And don’t worry, it gets easier the more you do it.

Sarah: I’ll be heading to Hollywood before you know it!

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M O D U LE 4 , T A S K 6B : L E A R N I N G A S S E T E X A MP L E – V ID E O
S C R IP T
Study the Learning Asset Example (25 minutes)
With some more help from Jessie and Sam, Sarah has decided to develop of video learning asset for the grammar
focus in her Module 4 Health. Sarah has thought about the 10 Multimedia Principles and written her script about
sentences with have and has. Sarah will use the script, visuals, and notes to help her record her video. She will
then use the recorded video in either a synchronous or asynchronous class session. In other words, students will
be able to watch the prerecorded video in class with other students or at home by themselves.

Read through the example video script and notice how Sarah has used the 10 Multimedia Principles. As you read
the script, think about the following questions:

• Which of the multimedia principles has Sarah used in her learning asset - video script?
• What visuals has Sarah included in her video?
• How will Sarah use the Notes section to help her record her video?

Study the learning asset example below.

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M O D U LE 4 , T A S K 7 ( OP T I ON A L ) : D E V E L O P A L E A R N IN G
A S S E T – V ID E O S C R I P T
Develop a Learning Asset – Video Script (1.5 hours)
In this module you learned about 10 Multimedia Principles for Developing an Online Learning Asset. Then, Jessie
and Sam talked with Sarah about how you can get started with developing one type of learning asset - a script for a
video.

Now it’s your turn! Develop a video script for a video asset in your online course. Think about your own course
outline from Module 1 and your hybrid module framework from Module 3, and develop a video script for one
learning asset. The script will be for a video that you record later and use in either a synchronous or asynchronous
class session. Your students will then be able to watch the prerecorded video with other students in class or watch
it by themselves at home.
Instructions:

1. Use the learning asset template below for optional Task 7.

2. Use the template to create your learning asset – video script.
o Review your course outline. Choose one module to develop a learning asset for.
o Review your hybrid module framework. Choose one video learning asset to develop.
o Write your script, visuals, and notes in the template.
o Explain how you used 3 (or more) multimedia principles in developing your learning asset.
3. Self-assess your work using the rubric below.

Module 4, Task 7: Self-Assessment Rubric

Criteria Ratings

Excellent Good Needs Improvement

My video asset connects My video asset connects

My video asset does not
to my module topic and to my module topic and
Module Topic and connect to my module topic
module objectives. My module objectives. My
Framework and module objectives.
video asset is video asset may be
Evaluation Where the video is placed in
appropriately placed in inappropriately placed in
my hybrid module
my hybrid module my hybrid module
framework is not included.
framework. framework.

My script includes what I

My script includes what I My script with what I will
will say in my video. My
will say in my video, a say in my video, a
description of the visuals I
Script Completion clear description of the description of the visuals I
will use and notes for
visuals I will use, and will use, and notes for how
how my video will be
notes for how my video my video will be recorded
recorded may be unclear
will be recorded. are incomplete or missing.
or limited.

My script, visuals, and My script, visuals, and

My script, visuals, and notes
notes clearly show how 3 notes show how 1-2
Multimedia Principles do not show how
(or more) multimedia multimedia principles will
Evaluation multimedia principles will
principles will be used in be used in my video
be used in my video asset. I
my video asset. My asset. My explanation of
did not explain how the
explanation of how each how each multimedia

CIOC, Module 4, Page 22

 multimedia principle is principle is used in the multimedia principles are
used in the video script is video script may be used in my video.
clear and detailed. unclear or limited. Or my
script, visuals, and notes
show how 3 (or more)
multimedia principles will
be used, but explanation
of the multimedia
principles is missing.

Develop a Learning Asset Video Script - Template

Now it’s your turn! Develop a video script for a video asset in your online course. Think about your own course
outline from Module 1 and your hybrid module framework from Module 3, and develop a video script for one
learning asset. The script will be for a video that you record later and use in either a synchronous or asynchronous
class session. Your students will then be able to watch the prerecorded video with other students in class or watch
it by themselves at home.
This task is optional and ungraded. Use the rubric on the Module 4, Task 7 page to self-assess your work.

Instructions
1. Think about your course outline. Choose one module. Write the module topic and objectives below.
Module Topic:

Module Objectives:

By the end of the module…

• -
• -
• -

2. Write where you will have the video learning asset in your hybrid module framework.
Ex. The video for the Grammar Focus 1 will be in the middle of the module after the learning asset,
Listening Activity.
Where will you have the video in your hybrid module framework?

3. Write your script, visuals, and notes in the table below. Remember to review Sarah’s example.
a) Write a written script for what you will say below Script.
b) Write a description for the visuals you will use below Visuals.
c) Write notes for what you will say and do when you record the video below Notes.
d) Use 3 (or more) of the multimedia principles for developing online learning assets.

4. After you write your script in the table (step 3), write the names of 3 (or more) multimedia principles you
used. Explain how you used each one in developing your video script. Write 3-5 sentences.
Ex. I used the Personalization Principle in my script by using warm, conversational language. I used the
Multimedia Principle by including both pictures and words to help my students understand the meaning of
sentences. I also used the Signaling Principle to develop my learning asset. I made notes in my script to say
the key words and signal with my voice.
Which multimedia principles did you use? How did you use each one in developing your video script?

Script for Video Learning Asset:

CIOC, Module 4, Page 23

Script Visuals

Notes:

Notes:

Notes:

Notes:

Notes:

Notes:

CIOC, Module 4, Page 24

 Notes:

Notes:

*Add additional lines for the script as needed

M O D U LE 4 , T A S K 8 : M OD U L E S U M M A R Y
Watch a Video (15 minutes)
Now watch a short closing video that summarizes the module's main points and previews the next module.

You can also read a transcript of the video below.

Summary of Module 4 – Video Transcript

Narrator: In this module, you learned about Richard Mayer’s

multimedia principles and how you can use them for developing
learning assets in your online course. We shared 5 of these
principles with you that can help you make this course more
personal for students. We then shared 5 more principles that
helped you think about the instructional design of the course.

These principles can be used with the development stage of the

ADDIE model. When you develop your learning assets, you want
to make sure that you understand the basic principles of online
design so that your course will look good and more importantly
help your students to learn better.

In the next module, we are going to talk about a very exciting part
of an online course: implementing! In the Implement stage, you
will get a chance to study online tools that will help you use what
you have designed and developed with your students.

CIOC, Module 4, Page 25

Thanks for watching. As always, remember to cascade new knowledge by sharing what you have learned with your
peers!

CIOC, Module 4, Page 26