Connecting information by: António Maneira Advanced Digital Media - UT Austin | Portugal

Online Multimedia Learning  Human-centered multimedia  Cognitive Theory of Multimedia Learning  Connecting information

Trinity: “Tank I need a pilot program for a B-212 helicopter.” The Matrix (1999)

 What would be your criteria for building a multimedia presentation?

Technologically Sophisticated Computer Internet Latest softwares

 What would be your criteria for building a multimedia presentation? Information-rich Images Sound Animations Text Tables Technologically Sophisticated Computer Internet Latest softwares

 What would be your criteria for building a multimedia presentation? Technologically Sophisticated Computer Internet Latest softwares Aesthetically Pleasing Nice photos Shinny graphics Colorful types Fading backgrounds

 What would be your criteria for building a multimedia presentation? Information-rich Images Sound Animations Text Tables

 What would be your criteria for building a multimedia presentation? Information-rich Images Sound Animations Text Tables Aesthetically Pleasing Nice photos Shinny graphics Colorful types Fading backgrounds

 What would be your criteria for building a multimedia presentation? Aesthetically Pleasing Nice photos Shinny graphics Colorful types Fading backgrounds

 What would be your criteria for building a multimedia presentation? Information-rich Images Sound Animations Text Tables Technologically Sophisticated Computer Internet Latest softwares Aesthetically Pleasing Nice photos Shinny graphics Colorful types Fading backgrounds

Human-centered multimedia What is Multimedia?  Delivery-Media View  Presentation-Modes View  Sensory-Modality View

Human-centered multimedia Two Design Approaches:  Technology-Centered  Learner-Centered

Human-centered multimedia Learning outcomes: Rote Learning - Good retention Poor transfer Meaningful Learning - Good retention & transfer

Human-centered multimedia Human mind: Long-term memory Working memory Why Multimedia?  Dual channels (multiple channels)  Limited capacity  Active processing

Human-centered multimedia Dual channels:  Visual information Processing  Auditory information Processing WordsPictures EarsEyes SoundsImages Verbal ModelPictorial Model

Human-centered multimedia Limited capacity  working memory is only able to hold 7 new data;  almost all the contents of working memory are lost within about 20 seconds.

Human-centered multimedia Active processing 1. Selecting relevant words 2. images 3. Organizing into a verbal model 4. pictorial model 5. Integrating the verbal and pictorial representation with each other and with prior knowledge

How pumps work As the rod is pulled out, air passes through the piston and fills the area between the piston and the outlet valve. As the rod is pushed in, the inlet valve closes and the piston forces air through the outlet valve.

Arousal theory  Students learn better when they are emotionally aroused by the material

How Lightening works

Cognitive Theory of Multimedia Learning Principles for better Multimedia Learning: 1. Coherence 2. Signaling 3. Redundancy 4. Segmenting 5. Multimedia 6. Personalization Other multimedia priciples Spatial contiguity Temporal contiguity Pre-training Modality Voice Image

Coherence  Less is more  Students tend to be able to remember the seductive details better than they can remember the central ideas in the passage

Signaling People learn better when cues that highlight the organization of the essential material are added  Outlines  Headings  Vocal emphasis  Pointer words

Redundancy Multimedia is more effective when words are presented as speach rather then speech and printed text learning preferences hypothesis

Segmenting students learn better when a multimedia message is presented in user-paced segments rather than as a continuous unit

Multimedia People learn better from words and pictures than from words alone  Decorative  Representational  Organizational  Explanative

Personalization People learn better from multimedia presentations when words are in conversational style rather than formal style  Multimedia learning as social event  Voice (Human vs Computer)  Image (Avatar / Tutor )

Connecting Information How big is the internet?  million websites operated  one trillion unique URLs  65,000 new videos were being uploaded every day

Have you ever used YouTube to teach yourself something?

Connecting information  Learning Management Systems (LMS) and authoring tools (Commercial: Articulate; Camtasia; Lectora; Blackboard,...; Adobe Captivate) (Opensource: Moodle, Elgg, Udutu,...) More:

Connecting information  Children who train with the virtual materials are as capable in correctly designing experiments as children who train with the physical materials. Triona and Klahr

Conclusões  A utilização de meios audiovisuais, de multimédia e soluções interactivas na educação é vantajosa em diversos casos;  É cada vez mais simples criar vídeos animações e imagens;  Existem algumas regras e condições para potenciar a utilização de multimédia na educação.

Obrigado

Referências:  Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press  Kommers, Piet; Grabinger, Scott; Dunlap, Joana (1996). Hypermedia Learning Environments, Instructional Design and Integration, New Jersey: Lawrence Erlbaum Associates, Inc.  Ree, Stephen K. (2009). Manipulating Multimedia Materials, In Zheng, Rober Z. (2009) Cognitive Effects of Multimedia Learning ials.pdf ials.pdf 