Presentation on theme: "Presentation of Chapters 5 & 6 Applying the Modality Principle (ch. 5) Applying the Redundancy Principle (ch. 6) October 27, 2005 Professor Paul Kim By."— Presentation transcript:
Presentation of Chapters 5 & 6 Applying the Modality Principle (ch. 5) Applying the Redundancy Principle (ch. 6) October 27, 2005 Professor Paul Kim By Piya Sorcar
Chapt 5: Modality Principle Incoming Information (spoken words & pictures) Cognitive Channels SPOKEN WORDS PICTURES Auditory/Verbal Channel Visual/Pictorial Channel Incoming Information (printed text & pictures) Cognitive Channels PRINTED TEXT PICTURES Visual Channel SITUATION 1: SITUATION 2:
Cognitive Overload of Visual and Pictorial Channel When your brain is forced to simultaneously process graphics and printed text Eyes are focused on printed text – less attention is given to pictures and animation People have separate information processing channels for visual/pictorial processing and for auditory/verbal processing – capacity for each channel is limited (competition fore limited visual attention) Chapt 5: Modality Principle Prevent Cognitive Overload of Visual and Pictorial Channel When presenting pictures and text – use spoken words (instead of written text) as a way of reducing the demands placed on visual processing
Information Delivery Theory Learning consists of receiving information Three ways of delivering the same information is better than two, especially if one or two of the routes does not work well for some learners Students learn more DEEPLY from multimedia presentations when redundant onscreen text is included rather than excluded Cognitive Theory All people have separate channels for processing verbal and pictorial material Each channel is LIMITED in the amount of processing it can handle during a single instance Learners actively attempt to build pictorial and verbal models from the presented material and build connections between the them Ch. 6: Applying the Redundancy Principle
When to use redundant on-screen text in e-learning? No Pictorial Presentation (absence of animation, video, photos, graphics etc.) The learner has ample time to process pictorial presentation No time limit or enough time to process pictures Learner must exert much cognitive effort to understand/comprehend either written text or spoken text INDEPENDENTLY Non-native English learners Learning Disabilities Verbal material is long and/or complex in nature Ch. 6: Applying the Redundancy Principle
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