media enhanced learning theory and practice. workshop goals encourage you to incorporate multimedia...
TRANSCRIPT
![Page 1: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/1.jpg)
Media Enhanced Learning
Theory and Practice
![Page 2: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/2.jpg)
Workshop Goals
encourage you to incorporate multimedia into teaching
give guidelines on best use of multimedia
provide resources gather suggestions for future
workshops
![Page 3: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/3.jpg)
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
![Page 4: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/4.jpg)
Diagram of Cognitive Learning Processes
![Page 5: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/5.jpg)
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
![Page 6: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/6.jpg)
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
![Page 7: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/7.jpg)
Information Delivery
information is delivered through eyes and ears (if sound, music, narration, etc. is used)
stored briefly in visual and auditory sensory memory
![Page 8: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/8.jpg)
Working Memory information from
temporary sensory memory enters working memory
site where all active thinking happens
has limited capacity active processing
called rehearsal
![Page 9: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/9.jpg)
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
![Page 10: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/10.jpg)
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
![Page 11: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/11.jpg)
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
![Page 12: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/12.jpg)
Methods for Improving Learning
manage limited capacity in working memory by following “less is more” principle and
avoiding extraneous images, text, sound (if using audio)
suggestions from group
![Page 13: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/13.jpg)
Methods for Improving Learning
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
suggestions from group
![Page 14: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/14.jpg)
Present text within graphic
![Page 15: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/15.jpg)
Methods for Improving Learning
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)
suggestions from group
![Page 16: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/16.jpg)
Methods for Improving Learning
develop better metacognitive management by including monitoring systems
self-checks or quizzes journals
suggestions from group
![Page 17: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/17.jpg)
Six Media Element Principles
1. multimedia
2. contiguity
3. modality
4. redundancy
5. coherence
6. personalization
![Page 18: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/18.jpg)
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
![Page 19: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/19.jpg)
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
![Page 20: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/20.jpg)
Illustrate Concepts
Click on imageto view thisexample online
![Page 21: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/21.jpg)
Teach Facts
Click on imageto view thisexample online
![Page 22: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/22.jpg)
Show Relationships
Click on imageto view thisexample online
![Page 23: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/23.jpg)
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
![Page 24: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/24.jpg)
Contiguity Example 1
![Page 25: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/25.jpg)
Contiguity Example 2
![Page 26: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/26.jpg)
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
![Page 27: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/27.jpg)
Modality Example
Click on imageto view thisexample online
![Page 28: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/28.jpg)
PrintedWords
Pictures
Ears
Eyes
Multimedia Sensory Memory Working Memory
PhoneticProcessing
VisualProcessing
Visual Overload
![Page 29: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/29.jpg)
Two Channels Used
SpokenWords
Pictures
Ears
Eyes
Multimedia Sensory Memory Working Memory
PhoneticProcessing
VisualProcessing
![Page 30: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/30.jpg)
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
![Page 31: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/31.jpg)
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
![Page 32: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/32.jpg)
VisualComponent
Animation
PrintedWords
Eyes
Ears
MultimediaPresentation
SensoryMemory
WorkingMemory
SpokenWords
AuditoryComponent
Overloading Visual Channel
![Page 33: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/33.jpg)
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.
![Page 34: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/34.jpg)
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
![Page 35: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/35.jpg)
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
![Page 36: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/36.jpg)
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
![Page 37: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/37.jpg)
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
![Page 38: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/38.jpg)
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
![Page 39: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/39.jpg)
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)
![Page 40: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/40.jpg)
Applying Guidelines in Visual Mode Only
avoid irrelevant graphics, stories, & lengthy text (coherence)
write in conversational style using first and second person (personalization)
![Page 41: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/41.jpg)
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
![Page 42: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/42.jpg)
Applying Guidelines in Audio & Visual Mode
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)
![Page 43: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/43.jpg)
Applying Guidelines in Audio & Visual Mode
script audio in a conversational style using first and second person (personalization)
avoid irrelevant videos, animations, music, stories, and lengthy narrations (coherence)
![Page 44: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/44.jpg)
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
![Page 45: Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia](https://reader031.vdocuments.site/reader031/viewer/2022012922/55142aad550346e7488b5c6e/html5/thumbnails/45.jpg)
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