Transcript E – apmācības stratēģijas sociālās iesaistes

IST4Balt, April 6, 2005
Cognitive Approaches to Instructional
Multimedia Design
IST4Balt, April 6, 2005
Bruno Žuga
06.04.2005
Riga Technical University, LATVIA
IST4Balt workshop “IST 6th Framework programme
opportunity for
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E-mail:- great
[email protected]
cooperation and collaboration"
IST4Balt, April 6, 2005
Outline of the presentation
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Context of local and international projects
Cognitive theory of multimedia learning
Multimedia design principles
Multimedia demonstration
06.04.2005
06.04..2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
IST 6th Framework NoE in e-Learning “ Kaleidoscope”
• Kaleidoscope aims to ensure European
leadership in the area of multidisciplinary
research and technology development in
e-Learning which is the ‘engine of the
Knowledge Economy [1]’.
[1] Ruttenbur, B., et al, eLearning: The Engine of the Knowledge Economy,
eLearning Industry Report, Morgan Keegan, 2000
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
IST 6th Framework NoE in e-Learning “ Kaleidoscope”
• 76 research units
• 23 countries
• 800 researchers
06.04.2005
• 9 M EURO
• 4 years
• Joint Activities
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
Kaleidoscope Joint Activities
• 9 Special Interest Groups (SIGs)
(e.g. Context & Learning, CSCL, etc)
• 2 European Research Teams (ERTs)
(e.g. Production of educational formats, TEL in mathematics)
• 8 Jointly Executed Integrating Research Projects
(e.g. Interaction between learner’s internal and external
representations in multimedia environment)
• Virtual Doctoral School
• Advanced Training
• ...
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
Collaborating locally
New project “Availability Increase of Innovative E-learning for Promotion
of Knowledge Based Economy in Latvia” (LV2002/000-638/SPF/0021)
Supported by PHARE 2002 Cross Border Co-operation Programme
• Aim of the project: to promote collaboration among Higher
Educational establishments in e-learning area.
• Main issues: informing, teaching, knowledge transfer,
exchange of courses, course pool creation, sharing
principles, copyright, strategy for e-learning development.
• Project duration is 10 months
• 7 partner organizations.
• Total eligible costs 46769 EUR
• Main target audience: faculty staff and decision makers
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
External/Internal representations
• External representation is external to the learner’s
biological system
– It addresses the perceptual input channel (senses)
– Can be created by the instructor, student, etc.
• Internal representation is internal cognitive structure
– Cognitive Models for MM learning
– Mayer (therory of multimedia learning);
– Sweller (cognitive load theory;
– Shnotz (Structure mapping)
• Research area
– Multiple representations
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
Multimedia technology
Media Types
Senses
Text
Graphics
Visual
Animations
Audio
Audial
Video
Interactivity
06.04.2005
Kinestethic
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
Multimedia material design approaches
Approach
Technology
centered
Learner centered
Starting point
Goal
Tasks
Possibilities of
multimedia
technologies
To provide
access to the
information
How can we use newest
technologies to design
multimedia presentations?
Great promises: radio,
television, computers, Internet
Human perception
To improve
comprehension
How can we tailor multimedia
technologies to improve
comprehension of the material?
Students learn best when multimedia is created
in accord with human perception principles.
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
A cognitive theory of multimedia learning
Assumptions
• Dual channel assumption
• Limited capacity assumption
• Active processing assumption
Richard E. Mayer et al, "Animation as an Aid to Multimedia Learning,"
Educational Psychology Review, vol. 14, pp. 87-99, 2002.
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
Three assumptions
• Dual-channel assumption: learners have separate
information channels for visual/pictorial material and
auditory/verbal material.
• Limited capacity assumption: people can pay attention to
only a few pieces of information in each channel at a time.
• Active Processing: people understand the presented
material when they pay attention to the relevant material and
organize it into a coherent mental structure and integrate it
with their prior knowledge.
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
Multimedia design principles I/IV
• Multimedia principle
People learn better form multiple representations than just one
• Spatial contiguity principle
People learn better when corresponding words and
pictures/animations are presented near rather than far from
each other on the page or screen
• Temporal contiguity principle
People learn better when corresponding words/narrations and
pictures/animations are presented simultaneously rather than
successively.
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
Multimedia design principles II/IV
• Redundancy principle
People learn better when redundant information or
representation is excluded than included as in case of text,
narration and animation (to exclude text).
• Modality principle
People learn better from pictures/animations and narrations
(spoken texts) than from pictures/animations and on-screen
texts.
• Signalling principle
People learn better when material has a clear organisational
structure and contains signals concerning how to process it
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
Multimedia design principles III/IV
• Interactivity principle
Learning could be improved when interactivity is
added and students can interact with the material.
• Personalisation principle people learn better from
a conversational narration than from formal
narration
• Pretraining principle people learn better if
component explanations are offered before
multimedia presentation rather than after.
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
Multimedia design principles IV/IV
• Voice principle
If agents are used people learn better from agents
that speak in a human voice rather than a machinesynthesized voice.
• Adaptivity principle individual characteristics such
as learner knowledge level and his spatial ability
should be taken into account when designing
multimedia instructional materials.
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
General criticism
• Most principles have been tested in a laboratory
environment not taking real-life factors into account
(e.g. meta-cognitive skills)
• Some effects have been tested with subject area
novices only and for short periods of time.
• Limits of the principle application are not clearly
marked.
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
To sum it all up
• Although straightforward application of multimedia
design principles to real-life teaching situation is not
always possible, because of so many variables
involved still they give a good overview to the
instructor of what is involved.
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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IST4Balt, April 6, 2005
Bruno Zuga
Riga Technical University, LATVIA
E-mail: [email protected]
06.04.2005
IST4Balt workshop “IST 6th Framework programme - great opportunity for
cooperation and collaboration"
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