Clark Chapters 5 & 6

Christian King

LHDT 548

Review

• Using software such as Adobe

Captivate, Jing, or PowerPoint, we can

create educational content for our

students. This content can include

audio, graphics, animation, video, text,

evaluations, etc.

• This content can be delivered via the

internet, a company’s intranet, on flash

drives, c.d’s, or via mobile devices.

Review

• Research has concluded that using multimedia, vs. text-only, is the most effective means of delivering e-learning content. (Clark, ch. 3)

• Research has been conducted which determined the most effective methods of presenting educational multimedia. (Clark, ch. 4 - 6)

Objectives for this lesson

• 1. Students will list examples of

graphics which could be enhanced by

the addition of audio narration and

examples of graphics which could be

enhance with text.

• 2. Students will decide whether

audio, text, or both, would enhance a

graphic.

Chapter 5: The Modality Principle

• Where possible, use audio to describe

graphics. Studies show that learners

retain more when examining graphics in

conjunction with audio than with text or

with both text and audio.

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Chapter 5: The Modality Principle

• Research shows that when words are

being used to accompany a graphic, it is

more effective to use audio narration

than to use printed text.

• Presenting both graphics and text can

overload the learner’s “cognitive channels”.

Chapter 5: The Modality Principle

• The cognitive channels are auditory senses

and visual senses. This chart represents

overload on the visual cognitive channels.

Multimedia Memory Systems

Printed Words

Pictures EyesVisual

Processing

Ears Phonetic

Processing

Sensory

Memory

Working

Memory

Mayer, 2001a

Chapter 5: The Modality Principle

• This chart represents balanced load between

auditory and visual cognitive channels.

Multimedia Memory Systems

Spoken Words

Pictures EyesVisual

Processing

Ears Phonetic

Processing

Sensory

Memory

Working

Memory

Mayer, 2001a

Chapter 5: The Modality Principle

• This graph represents the greater number of solutions generated by students who were presented with graphics plus an audio script vs. those presented with the same graphic and the same script as printed text.

0

5

10

15

20

25

30

35

40

45

Percent correct

Graphic + audio

Graphic + text

Moreno and Mayer, 1999

Chapter 5: The Modality Principle

• Exceptions: Avoid using audio if

• complex text is presented

• file sizes will be too large for your capacity

• bandwidth prohibits use

• cost of audio recording is prohibitive

Chapter 5: The Modality Principle

• Exceptions: Make text available if

• technical terms are presented

• key steps in a procedure are listed

• directions are given for a practice exercise

• the learner is a non-native speaker

• the learner is extremely unfamiliar with the

material

Chapter 6

The Redundancy Principle

Chapter 6: The Redundancy Principle

• Part 1. When providing a graphic, do

not provide both audio and printed text.

• This avoids overloading the cognitive

channels.

• It also prevents the learner from trying to

compare the text with the audio.

Chapter 6: The Redundancy Principle

• This graph represents the greater number of solutions generated by students who were presented with graphics plus an audio script vs. those presented with the same graphics and the same script as both audio and printed text.

0

5

10

15

20

25

30

35

40

Percent correct

Anima-tion + audio

Anima-tion + audio + text

Moreno and Mayer, 1999

Chapter 6: The Redundancy Principle

• Part 2. E-learning is improved by having

both audio and text in these situations-

• There is no pictorial presentation.

• There is plenty of opportunity for

processing the pictorial presentations.

• The learner is not a native speaker or has

a specific learning disability preventing

understanding of spoken words

Chapter 6: The Redundancy Principle

• Note: To be 508 compliant, the authors

recommend that when it’s

possible, offer an “audio off” mode

which gives the learner the option to

read text instead of hearing audio; do

not give learners the option to access

both.

Review

• The modality

principle

• When a graphic is

used, it is better to

include audio

narration than to

include text.

• Do use text in certain

conditions when the

learner needs time or

is unfamiliar with

terminology.

• The redundancy principle• When providing a

graphic, do not provide both text and audio.

• Do use both if there is no graphic, if the learner has lots of time to read, or the learner has trouble understanding language.

Exercise 1

Modality principle:In pairs or groups, create a list of five types

of graphics which would benefit from audio

accompaniment and five examples of

material which would benefit from text.

Exercise 2

Redundancy principle:

Read the following examples and

decide whether audio or text

should be included with the

material.

This is a graphic

showing privacy

settings in Skype

software.

According to

Clark, would the

content be

enhanced more by

text narration, by

audio narration, or

by both? What is

the rationale for

your answer?

This graphic is

for a training

module for

architectural

design

software.

Should it be

accompanied

by audio, text,

or both?

Explain your

answer.

To rebuild the iPhoto library:

1.Quit iPhoto if it is open.

2.Hold down the Command and Option keys

on the keyboard.

3.Open iPhoto.

4.Keep the keys held down until you are

prompted to rebuild the library.

5.A dialog will appear with rebuild options.

Select the options you want to use.

6.Click Rebuild to begin the rebuild process.

This may take a few minutes to complete.

These

are

instruc-

tions for

repairing

a

damaged

iPhoto

library.

Should

they be

accom-

panied by

audio?

Explain.

End of presentation

Christian King

LHDT 548