Transcript

Section 1: My Take on Media in Education
Today, I’d like to share my perspective on the role of media in education, explore some research-based
principles for using it effectively, and highlight practical ways it can be applied in real learning
environments.
When it’s used with intention, media has the power to really invigorate learning. It helps bring content to
life… sparks curiosity… and keeps learners engaged. Research supports this too. According to Mayer’s
Multimedia Principle, people learn better when we combine words and visuals—rather than using words
alone.
But it’s not about using just any media. It’s about using the right media—for the audience, the purpose,
and the delivery format. For example, a quick explainer video might be great for self-paced online
learning. But in a live workshop? A real-time simulation might work better. The key is to meet learners
where they are—and choose media that truly supports their learning.
I also see media as a powerful way to improve learning outcomes. It creates space for interaction… gives
meaningful feedback… and encourages critical thinking. Plus, it supports accessibility and makes
learning more inclusive.
Of course, to get all these benefits, we need to be confident in how we create and use media. That means
not just knowing how a tool works… But also understanding why and when to use it. It’s all about
combining technical skill with thoughtful instructional design.
So, here’s my bottom line: When media is used thoughtfully—and grounded in learning science—it can
make education more engaging, inclusive, and impactful.

Section 2: Research-Based Guiding Principles for Using Media in Education
In the next couple of minutes, I’ll share some key principles—grounded in research—that support the
effective, inclusive, and ethical use of media in education.
Starting with Richard Mayer’s Multimedia Design Principles. These principles help reduce cognitive
overload while enhancing retention. A prime example is the Multimedia Principle, which says that pairing
words with meaningful images boosts understanding more than text alone. Then there’s the Segmenting
Principle, which recommends breaking information into smaller and more manageable chunks. This
simple shift can lead to better comprehension and retention.
Next up is Universal Design for Learning, or UDL. With UDL in mind, we offer choices in the ways learners
engage, process, and express knowledge. The goal is to design media that works for everyone—learners
with disabilities, diverse linguistic backgrounds, and varied learning styles included.
We now come to Accessibility. Educators should be aware that accessibility means adhering to the Web
Content Accessibility Guidelines (WCAG), which cover making digital media perceivable, operable,
understandable, and robust, such as alt text, high contrast visuals, and keyboard-friendly navigation.
Moving on to ethics: Copyright Matters! reminds us of our responsibility to respect intellectual property
rights by employing only licensed or Creative Commons content along with knowledge of fair dealing
rights. It is part of our professional obligation to use media responsibly.
And finally, as Buchem and Hamelmann highlight, media should be contextualized, focused, interactive,
reusable, and relevant—especially when designing for mobile or microlearning formats.
In summary: when we create media that’s clear, inclusive, accessible, and grounded in ethics—and we
base our choices on solid research—media becomes more than a tool. It becomes a meaningful part of
how people learn, connect, and grow.

Section 3: Plans for Using Media in Teaching
As I integrate media into my work, I will follow evidence-based learning design principles that emphasize
clarity, relevance, and accessibility. This will amplify the impact of media in delivering information,
enhancing performance, solving problems, and empowering learners.
My main delivery method will be microlearning modules—short, focused content designed for just-intime learning. These modules are highly relevant in workplace settings, where adult workers may need
quick access to job aids, how-to videos, or decision support without stepping away from their
workstation. By keeping media modular and searchable, I can assist learners to find exactly what they
need—precisely when they need it.
My work primarily focuses on two types of settings: workplace performance support and public access to
online government services. For employees, media becomes on-demand training, guiding them through
procedures, systems, or compliance standards. For the public, particularly those navigating digital
services, media can simplify complex processes through clear explainer videos, interactive
walkthroughs, and visual FAQs.
Considering my audience—adult workers and the general public—my media will be practical, intuitive,
and inclusive. Adults are a goal-oriented and time-conscious audience, so efficiency and purpose are
very important. I’ll also design with diverse literacy levels, language backgrounds, and digital confidence
in mind. That means offering additional formats like audio narration, captions, and simple, impactful
visuals, making the content usable for everyone.
Ultimately, my goal is to make media a reliable tool for learning and action—one that supports
performance, reduces barriers, and meets the diverse needs of everyday users.