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Multimedia App Evaluation: TedED

Ted Ed

Multimedia Principles

Ted Ed Talks are typically a live PowerPoint presentation. Sometimes you see an individual presenting, an individual talking and sharing their slides (pictures) or other times you hear their voice in the background and just see the slides. The benefit of using Ted Ed is that you can learn from various sources through videos! Accordingly, I will evaluate how Ted Ed videos align with many of Richard Meyer. The use of this format of videos aligns with the idea of a multimedia principle as video provide learners with a means to listen, read (closed captions) and have a visual. Since it is a video, the material being presented is always in movement and therefore the pictures are temporary, but you can also review and replay it as needed. Therefore, these 2 concepts parallel the split-attention and the segmented principles. The segmented principle focuses on the need for it to be learner-paced rather than continuous units. As such Ted Ed supports this idea as they are typically individual videos with no specific chapters or order.

Video Components: Narration and image

The modality principle suggests that “people learn better from graphics and narration than from graphics and printed text” (Meyer, ch.9, 2014). As a result, the slides and narration of Ted Ed videos supports learners. Additionally, Ted Ed videos typically include a real live presentation, this makes it, so it is not acting but rather true movement and conversation. Having a real human present their personal experience around the subject follows the personalization principle. Along the same lines, the speakers tend to talk to the audience using the second person “you” thus making things more personal as well. The voice and image principles go hand and hand with this claim as it is a real human presenting rather than monotone computer reading, it is more of a story (voice) and when the presenter is on screen it is a very genuine and natural conversation and movements (image). On the contrary, some videos do only have the slides with a voice, therefore they follow an embodiment principle as the speaker’s image is not on the screen.

As you can probably decipher each video on Ted Ed follows a different format. Therefore, one video may follow certain principles and others will follow different ones. Some videos include the signaling principle where important information is demonstrated using cues and tactics like colour, stars, bold text. One thing that stays consistent is the use of audio and video, the modality principle. As well as the multimedia principle as it includes both verbal and non-verbal representations. Moreover, each video includes activities to enhance learning and further knowledge. As a result, the Ted Ed learning surface follows a collaboration principle. All in all, this resource addressed various principles and supports the diversity of student learners.

Although Ted Ed videos do not always align directly with the K-12 curriculum, there is a lot of life skills and learning objectives. Currently on the Ted Ed website there is an Earth School section. This section was made to support educators during the Covid 19 pandemic. Here is an example of one of the videos in that collection.


According to SAMR model of technology integration, Ted Ed Talks would fall under the augmentation category. Since Ted Ed Talks are widely available and free which according to the rubric addresses accessible. As such, I believe that the videos provide children with various lenses and learning experiences. As such, I do think that it serves as an asset and can be used in the classroom. In regards to the following rubric (, Ted Talks effectively addresses all functionality categories. The Hypermediality is the key factor as it ties into learning styles and how Ted Ed videos allows students to use audio, video and text to support their learning. Furthermore, its accessibility, technical and mobile design are also very efficient.

Personal Reflection

Ted Talks Methodology speaks to its purpose around learning and “ideas worth spreading”. Starting off sharing these in the classroom is thus powerful! These videos are also empowering as students are able to create their own Ted Talks. The following article (Click here).addresses the benefits of Ted Talks and Ted Ed clubs. As such, these videos extend beyond just learning but also creating! I have used this resource since I was in elementary school and still to date learn valuable information based off of numerous details (research and experiences). Cocchio (2015), article makes a valuable claim that Ted Ed engages learners and we as teachers can learn to support and use this method in our classroom through engaging our students instead of just lecturing them. The format and framework of Ted Talks thus supports learning and interactive education!


Cocchio, C. (2015). What can we learn from TED talks? American Journal of Pharmaceutical Education, 79(6), 92. doi:10.5688/ajpe79692

L. (2017).SAMR Model: A Practical Guide for EdTech Integration. Schoology Exchange.

Mayer, R. (2014). Introduction to Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 1-24). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.002

Should students learn how to give TED talks? introducing.TED-ed clubs for students worldwide: School-based program helps students learn, share ideas through their own TED-style presentations. (2014, ). PR Newswire

1 Comment

  1. rmccue

    Good job!

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