Transcript Media Enhancing Your Course to Improve Student Learning

Media Enhanced Learning
Theory and Practice
Workshop Goals
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encourage you to incorporate
multimedia into teaching
give guidelines on best use of
multimedia
provide resources
gather suggestions for future
workshops
Workshop Agenda
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overview of human learning processes
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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
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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
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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
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information is
delivered through
eyes and ears (if
sound, music,
narration, etc. is
used)
stored briefly in
visual and auditory
sensory memory
Working Memory
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information from
temporary sensory
memory enters
working memory
site where all
active thinking
happens
has limited
capacity
active processing
called rehearsal
Encoding and Retrieval
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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
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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
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direct student attention to important
information by
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adding learning objectives at beginning of
lessons
use an arrow to point to relevant part of a
diagram or picture
suggestions from group
Methods for Improving
Learning
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manage limited capacity in working
memory by
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following “less is more” principle and
avoiding extraneous images, text, sound
(if using audio)
suggestions from group
Methods for Improving
Learning
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aid integration by
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presenting verbal and visual information
together
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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
Present text within graphic
Methods for Improving
Learning
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promote retrieval from long-term
memory by
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creating practice exercises that fall within
the context of future use of the
knowledge or skills
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use “real life or job” scenarios for good
retrieval hooks later on
avoid edutainment – type exercises
(Jeopardy)
suggestions from group
Methods for Improving
Learning
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develop better metacognitive
management by
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including monitoring systems
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self-checks or quizzes
journals
suggestions from group
Six Media Element Principles
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multimedia
contiguity
modality
redundancy
coherence
personalization
Multimedia Principle
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multimedia – any presentation
containing words and pictures
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words may be written or spoken
pictures are
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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
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use graphics that support content
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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 image
to view this
example online
Teach Facts
Click on image
to view this
example online
Show Relationships
Click on image
to view this
example online
Contiguity Principle
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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
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modality principle suggests that
words be spoken rather than
presented as printed text
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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
Click on image
to view this
example online
Visual Overload
Multimedia
Sensory Memory
Working Memory
Printed
Words
Ears
Phonetic
Processing
Pictures
Eyes
Visual
Processing
Two Channels Used
Multimedia
Sensory Memory
Working Memory
Spoken
Words
Ears
Phonetic
Processing
Pictures
Eyes
Visual
Processing
Exceptions to Modality
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use words instead of (or in addition to)
audio narration when
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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
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redundancy principle suggests that
presenting both printed and spoken
words can hurt learning
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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
Overloading Visual Channel
Multimedia
Presentation
Sensory
Memory
Animation
Eyes
Visual
Component
Ears
Auditory
Component
Printed
Words
Spoken
Words
Working
Memory
Exceptions to Redundancy
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consider narrating printed text when:
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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
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non-native speakers
seeing AND hearing words might be a
benefit
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foreign language, technical jargon, etc.
Coherence Principle
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coherence principle suggests that
adding interesting but non essential
material hurts learning
exclude extraneous information
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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
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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
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extraneous sounds can overload
working memory capacity
pictures used to decorate distract and
should be avoided
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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
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personalization principle suggests the
use of conversational style
printed and spoken text is best done in
informal/conversational style
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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
Formal Example:
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.
Informal Example
You are about to start a journey where you will be visiting different
planets. For each planet, you will need to design a plant. Your mission
is to learn what type of roots, stem, and leaves will allow your plant to
survive in each environment. I will be guiding you through by giving out
some hints.
Applying Guidelines in Visual
Mode Only
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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
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avoid irrelevant graphics, stories, &
lengthy text (coherence)
write in conversational style using
first and second person
(personalization)
Applying Guidelines in Audio
& Visual Mode
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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)
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directions to tasks
new terminology
Applying Guidelines in Audio
& Visual Mode
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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)
Applying Guidelines in Audio
& Visual Mode
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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
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**MERLOT - http://www.merlot.org/Home.po
UMUC http://www.umuc.edu/virtualteaching/
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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 for
Consumers and Designers of Multimedia Learning by Ruth Colvin
Clark 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