Many medical science educators have adopted the creation of bespoke interactive and engaging online supplementary learning resources for integration into face-to-face delivery as a way to create blended learning curricula. Although many of today's students appear to have a growing preference for utilising learning resources that are visually appealing with moving images and audio explanations, the theoretical basis and supporting evidencing for this approach to curricula delivery is often set aside from student expectations and perceptions of enjoyment.   Over the past decade both session leaders have gained considerable experience in creating simple yet effective and efficient resources that provide flexible and student-centred learning. Using screencasts and mixed reality resources as the mode of technological innovation, digital media (either screen captured drawings or holographic imagery), with accompanying narration, have been shown to be overwhelmingly popular with students around the globe. Importantly, even though these resources have proven to be popular with students they are also designed cognisant of the relevant evidence-based theories such as cognitive load and cognitive theory of multimedia learning. Using our experience of designing, developing and evaluating the efficacy of such resources, this session will provide colleagues with tangible examples of ways to create such resources, how to develop them with a student-centred approach, and importantly

This session aims to highlight how the application of screencasting and mixed reality learning aligns to cognitive learning theories, the efficacy of its use and how it impacts on the student experience. Instructional guidance will be provided on how to make a screencast and mixed reality resource, and how each of the component parts contribute to the individual steps of the learning process. Specifically, by the end of the session colleagues will

• gain an understanding of the resources, workload and personnel (academic and student) required to create both learning resources;
• obtain a clear understanding of cognitive load theory and its application to learning with digital resources;
• be provided with a summary of the cognitive theory of multimedia learning and how the principles within this theory map onto the design and development of the individual resource, and
• have an appreciation of the empirical evidence from both the presenters own scholarship of teaching and learning