How does Research Apply to Classroom Instruction?
Weeks 10-11
A summary of the main ideas, concepts, or principles of the theory.
For all intents and purposes, the first step in defining the cognitive theory of multimedia learning is to come to an understanding of what multimedia is and how it is used. One brief Internet search on the definition of multimedia will produce over 2.3 million hits. Therefore, narrowing the many definitions floating in research circles is near impossible. Simply, multimedia can be rationalized as any process involving more than one type of media; hence, multi – media. I speculate that with such a potentially broad definition, this is I found multimedia specifically defined for individual research.
One of many cases was how Mitchell (2003) defined multimedia for his student on student-generated multimedia on learning. He defined multimedia for the purpose of his study as “an educational presentation made using primarily audio and images. Unlike hypertext and web-based instruction, for example, the reliance on text is minimized (though not eliminated) in a multimedia product.” In my interactive media courses, I define multimedia as the use of multiple or mixed media in analogue systems, like slide shows or overhead projectors.
That said, why is the definition of multimedia so important in this learning? Without understanding what multimedia is, one cannot research its effectiveness in the learning process. In visual communications, we are taught that over 70% of all our sensory receptors are in the eye. Therefore, the idea of multimedia, in all its definitions, becomes apparent.
As an instructor of visual communications, defining and summarizing the cognitive theory of multimedia was almost a necessity. When reading through the documentation on this theory, I found myself referring back to my studies of the discipline. I was reminded of the teachings of Aldous Huxley when reading his theory of how sensing plus selecting plus perceiving equals seeing. The research of Richard Mayer, who I consider to be the first person to define the concepts of multimedia learning theory, also cites selecting as one of three primary cognitive processes that a person goes through when using multimedia for learning. “Selecting is applied to incoming verbal information to yield a text base and is applied to incoming visual information to yield an image base.” (Mayer & Moreno, 2000).
The foundation of the Mayer’s theory was based on Paivio’s dual-coding theory, where both verbal (audio) and visual codes, used for representing information, are used to organize information. In essence, these codes form this information into knowledge that can be utilized, filed away into memory and then retrieved at a later date.
Both visual and verbal codes for representing information are used to organize incoming information into knowledge that can be acted upon, stored, and retrieved for subsequent use. (http://coe.sdsu.edu/EDTEC640/Modules/module1/dualcoding.htm). However, both of these codes have their limitations and can get overloaded. Understanding this potential for ‘sensory overload’ is important for any multimedia designer to understand.
For example, if a Powerpoint presentation is being used for a lecture, automatically, there are some type of imagery, visual codes, and then there is text, which can be derived as verbal codes, as some people can translate that visual image into an internal audio signal. If then, audio effects are added to every slide or to each transition animation, the verbal code passage could get overloaded, which will ultimately defeat the learning process.
Image from: http://imej.wfu.edu/articles/2000/2/05/index.aspA description of several specific ways that teachers could apply the theory to classroom instruction when they use the Internet or some Internet-based application.
Again, the implementation of this theory is greatly controlled by how multimedia is defined. By using my own definition of multimedia, as cited earlier, there are a number of ways this theory could be used in every day teaching methods, which utilize the Internet or Internet-based applications. “Digital representations enable creation of asynchronous instructional messages, which store information in a permanent form for anytime access.” (Snelson & Elison-Bowers, 2007)
Sciences
A study of meteorology utilizing the Internet for reinforced content and instruction. The use of Powerpoint to highlight text-based information could be supplemented by online maps in motion, informational graphics, and even movie clips of meteorologists. Information from the Internet could be referenced and reviewed at any time.
Technology
Obviously, technology would lend itself to be very adaptable to multimedia learning, as there are so many options in multimedia content development. Blackboard or WebCT could be used to add multimedia content to an online, asynchronous environment. Within a course management system (CMS), such as Blackboard or WebCT, text could be a primary option for delivering content. Information could be exchanged via use of a discussion board and visual presentations could be added to the CMS to assist in understanding the content.
English Literature
Multimedia could come in many forms in an English Literature course. For elementary or junior high teachers, after the text is read (one form of visual and audio codes), filmstrips and/or movies, which reference the novel at hand, could be viewed. In addition, just as with the other subjects listed above, Powerpoint and/or the use of a CSM would be very beneficial for displaying graphics and/or discussion.
Mathematics/Statistics
Aside from the obvious informational graphics, such as bar charts and line graphs, utilizing the Internet for the instruction of mathematics and/or statistics is actually quite useful. Here, a teacher could also use Internet-based applications, such as Flash, to create a lesson plan on the Internet.
http://www.danicamckellar.com/ ← A great resource for girls in junior high and high school.
http://www.primarygames.com/math.htm < style="color: rgb(153, 0, 0); font-style: italic;">Additional Resources
Mitchell, M. (2003). Constructing Multimedia: Benefits of Student-Generated Multimedia on Learning. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning.
Mayer, R. and Moreno, R. (2000). A Learner-Centered Approach to Multimedia Explanations: Deriving Instructional Design Principles from Cognitive Theory. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning.
http://tip.psychology.org/paivio.html
Snelson, C. & Elison-Bowers, P. (2007). Micro-Level Design for Multimedia-Enhanced Online Courses. MERLOT Journal of Online Learning and Teaching (Vol. 3, No. 4, December 2007).
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