Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia

Media Enhanced Learning

Theory and Practice

Workshop Goals

encourage you to incorporate multimedia into teaching

give guidelines on best use of multimedia

provide resources gather suggestions for future

workshops

Workshop Agenda

overview of human learning processes cognitive vs. information delivery suggest methods for improving learning

review six media element principles apply guidelines to course materials discussion and brainstorming

throughout get suggestions for future workshops

Diagram of Cognitive Learning Processes

Cognitive Learning Theory human memory has 2 channels for

processing information: visual and auditory

human memory has limited capacity for processing information

learning occurs by active processing in memory system

new knowledge and skills must be retrieved from long term memory to be used

Metacognition Defined learner’s overall

ability to manage their learning

set goals for learning create a plan for

reaching goals monitor progress in

achieving goals ex. Freshman vs.

Senior

Information Delivery

information is delivered through eyes and ears (if sound, music, narration, etc. is used)

stored briefly in visual and auditory sensory memory

Working Memory information from

temporary sensory memory enters working memory

site where all active thinking happens

has limited capacity active processing

called rehearsal

Encoding and Retrieval encoding is

process of integrating new knowledge with existing knowledge in long-term memory

retrieval is process of getting knowledge from long-term memory

Processes Needed for Learning

selection of important information for learner management of limited capacity in working

memory to allow for rehearsal integration of information in working memory

with existing knowledge from long-term memory

retrieval of new knowledge when needed management of above via metacognitive

skills

Methods for Improving Learning

direct student attention to important information by adding learning objectives at beginning of

lessons use an arrow to point to relevant part of a

diagram or picture suggestions from group


manage limited capacity in working memory by following “less is more” principle and

avoiding extraneous images, text, sound (if using audio)

suggestions from group


aid integration by presenting verbal and visual information

together show text explanation in a graphic within the

image rather than above or below it (see next slide for example)

providing practice exercises and worked examples


Present text within graphic


promote retrieval from long-term memory by creating practice exercises that fall within

the context of future use of the knowledge or skills use “real life or job” scenarios for good

retrieval hooks later on avoid edutainment – type exercises (Jeopardy)



develop better metacognitive management by including monitoring systems

self-checks or quizzes journals


Six Media Element Principles

1. multimedia

2. contiguity

3. modality

4. redundancy

5. coherence

6. personalization

Multimedia Principle

multimedia – any presentation containing words and pictures words may be written or spoken pictures are

static images like charts, diagrams, maps, photos

dynamic graphics like animations or video

use words and graphics rather than words alone to promote active learning

Graphics

use graphics that support content avoid graphics that merely decorate

use representative graphics (e.g., screen snap shots) to illustrate facts and concepts

use graphics to illustrate concepts use graphics to teach facts use graphics to show relationships

Illustrate Concepts

Click on imageto view thisexample online

Teach Facts


Show Relationships


Contiguity Principle

contiguity principle means placing corresponding words and graphics near each other

reduces need to search for which part of graphic relates to which words

web pages should not require scrolling to see words that go with a graphic

printed pages should have graphic and words on same page

Contiguity Example 1

Contiguity Example 2

Modality Principle

modality principle suggests that words be spoken rather than presented as printed text when simultaneously presenting a graphic

and words that explain it reduces demands on visual processing

since both incoming information channels (visual and auditory) are used not just visual

Modality Example


PrintedWords

Pictures

Ears

Eyes

Multimedia Sensory Memory Working Memory

PhoneticProcessing

VisualProcessing

Visual Overload

Two Channels Used

SpokenWords

Pictures

Ears

Eyes

Multimedia Sensory Memory Working Memory

PhoneticProcessing

VisualProcessing

Exceptions to Modality

use words instead of (or in addition to) audio narration when technical terms are presented key steps in a procedure are given directions for a practice exercise are

needed words are needed as reference support

Redundancy Principle

redundancy principle suggests that presenting both printed and spoken words can hurt learning graphics explained by audio and

redundant printed text should be avoided graphics explained by audio is usually best

redundant printed text overloads the visual channel

VisualComponent

Animation

PrintedWords

Eyes

Ears

MultimediaPresentation

SensoryMemory

WorkingMemory

SpokenWords

AuditoryComponent

Overloading Visual Channel

Exceptions to Redundancy

consider narrating printed text when: there are no pictures on screen learner has enough time to process the

pictures and text learner is likely to have trouble processing

spoken words non-native speakers

seeing AND hearing words might be a benefit foreign language, technical jargon, etc.

Coherence Principle

coherence principle suggests that adding interesting but non essential material hurts learning

exclude extraneous information entertaining stories and graphics not essential

to learning objectives background music and sounds detailed textural descriptions

often done to “spice up” a presentation

Extra Content Harmful

causes distraction – diverts attention from what is important

causes disruption – learner can’t build links among appropriate pieces of material

causes seduction – learner calls on inappropriate existing knowledge to organize the incoming material

Extraneous Sounds, Pictures & Words

extraneous sounds can overload working memory capacity

pictures used to decorate distract and should be avoided interest can’t be added to an otherwise boring

lesson can interfere with the process of sense-

making due to limited cognitive capacity extra words present same problems

Personalization Principle personalization principle suggests the

use of conversational style printed and spoken text is best done in

informal/conversational style use “you”, “your”, “I”, “our”, and “we” don’t be too informal (Hey Dude…)

narrator is perceived as a partner engaging learner in conversation so learner works harder to understand

Formal vs. Informal Writing

This program is about what type of plants survive on different planets.For each planet, a plan will be designed. The goal is to learn what type of roots, stem, and leaves allow the plant to survive in each environment.Some hints are provided throughout the program.

You are about to start a journey where you will be visiting differentplanets. For each planet, you will need to design a plant. Your missionis to learn what type of roots, stem, and leaves will allow your plant tosurvive in each environment. I will be guiding you through by giving outsome hints.

Formal Example:

Informal Example

Applying Guidelines in Visual Mode Only

use relevant graphics & text to communicate content (multimedia)

integrate text into the graphic on the screen, slide or page (contiguity)

avoid separating information that must be integrated for learning (contiguity)

Applying Guidelines in Visual Mode Only

avoid irrelevant graphics, stories, & lengthy text (coherence)

write in conversational style using first and second person (personalization)

Applying Guidelines in Audio & Visual Mode

use relevant graphics explained by audio narration to communicate content (multimedia)

maintain information the learner needs time to process in text on the screen (exception to modality principle) directions to tasks new terminology


avoid covering or separating information that must be integrated for learning (contiguity)

do not present words as both onscreen text and narration when there are graphics on the screen (redundancy)


script audio in a conversational style using first and second person (personalization)

avoid irrelevant videos, animations, music, stories, and lengthy narrations (coherence)

Resources for Media

**MERLOT - http://www.merlot.org/Home.po UMUC http://www.umuc.edu/virtualteaching/

Virtual Resource Site for Teaching with Technology

CSU Center for Distributed Learning http://www.cdl.edu/

World Lecture Hall http://wnt.cc.utexas.edu/~wlh/index.cfm

The End!

e-Learning and the Science of Instruction: Proven Guidelines forConsumers and Designers of Multimedia Learning by Ruth ColvinClark and Richard E. Mayer. Jossey-Bass, 2003. 0-07879-6501-9

Two copies available in SCCD Libraries at NSCC & SCCC Call number: HF1106.C55 2003

Documents

Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia