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(This notes section won’t be visible to the presenter or viewers if you’re filming your presentation, so transfer any notes to a Word document that your media specialist can put up on a teleprompter.)

At ASU Online, we have a strong preference for video-narrated, slide-based mini and micro lectures. We recommend that you really consider the value you’ll bring to the materials by adding the video or audio component to the slides. Keep in mind that humans are terrible at multi-tasking. It's hard enough to capture learner's attention when presenting a single piece of information, so when we add another layer of information on top of it (ie, video or audio), it causes cognitive overload. We don't want you to simply read the slides, obviously, but we also don't want you talking about things that are discordant with the slides, which takes student's attention away from what they’re learning. 

We also strongly believe in the art of the mini or micro lecture; that is, keeping students’ attention by making your video lectures very short: 2-to-8 minutes long. Watch this video for more explanation: https://asuonline.wistia.com/medias/iyp10olbyx

With these approaches, it often works best to reduce the on-screen text. Consider using an image instead of text, but if you must use text, use it to hammer home only the MAIN point, and let the audio narration fill in the details.

It’s better to have a dozen slides with very little text than one slide with multiple concepts and dozens of words on it. It’s also better to have multiple, separate mini lectures than one long lecture (again, each video should be 2-to-8 minutes long).

If you have dense information on a slide, consider presenting it as a supplemental handout, and using the video/audio component to help students synthesize the information. Alternatively, keep the bulk of your content in handouts, and record short videos for things that require further explanation.

Here are a couple of research-based articles on this subject that you may found helpful:

http://teachonline.asu.edu/2013/08/videos-in-the-classroom-is-that-really-active-learning/

http://brainrules.net/attention

http://er.educause.edu/articles/2014/4/what-makes-an-online-instructional-video-compelling

http://www.learningsolutionsmag.com/articles/1034/?utm_campaign=lsmag&utm_medium=email&utm_source=lsm-news (Nine Ways to Reduce Cognitive Load)

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