Presentation of Chapters 3 & 4 Presentation of Chapters 3 & 4 e-Learning and the Science of Instructione-Learning and the Science of Instruction

Applying the Multimedia Principle Applying the Multimedia Principle (chapt. 3)(chapt. 3)

Applying the Contiguity Principle Applying the Contiguity Principle (chapt. 4)(chapt. 4)

October 120, 2005October 120, 2005Professor Paul KimProfessor Paul Kim

By Piya SorcarBy Piya Sorcar

Chapter 3: Multimedia Chapter 3: Multimedia PrinciplePrinciple

Instructional Value of Multimedia – Is it effective?

Cognitive theory suggests using both text and graphics for effective learning – Creates mental connections between pictorial and verbal representationsProcess of active sense-making

MultimediaPresentation of materials which include both words and pictures

Forms of pictures that can be used to assist “active” learningStatic Illustrations

DrawingsChartsGraphsPhotos

Dynamic GraphicsAnimation Video

Chapter 4: Contiguity PrincipleChapter 4: Contiguity Principle

Integrated or Separate text and graphics?

Violations of contiguity principle

Visuals and explanatory text are separatedAlternative is to use screen displays when it is integral to see text and graphics side by side.

Feedback is displayed on separate screen from practice or questionProblem can be fixed by using multimedia on same medium

Links leading to an onscreen reference appear in another browserSolution is to create a window which does not cover the entire screen and can be minimized

Directions to complete practice exercises appear on separate screen from application

Fix Problem by putting step-by-step directions in a box

Chapter 4: Contiguity PrincipleChapter 4: Contiguity Principle

Psychological Reasons for the Contiguity Principle

Violations of contiguity principle

Humans learn by being sense-makers who try to create a meaningful connection between words and picture

When words and pictures are not interlinked, people must use previous knowledge to organize and integrate the material together

When words and pictures are used with one another, people can transfer them into their “working memory” – this process leads to meaningful learning

When the learner has to integrate text and pictures by themselves – their working memory is taxed leading to cognitive overload