/33 Mayer and Clark 1. /33 Multimedia Design Principles 1.Multimedia principle 2.Contiguity principle 3.Modality principle 4.Redundancy principle 5.Coherence.

Slides:



Advertisements
Similar presentations
Media Enhanced Learning Theory and Practice. Workshop Goals encourage you to incorporate multimedia into teaching give guidelines on best use of multimedia.
Advertisements

Game Time! by Megan Avery An instructional lesson/game on Ruth Clarks 6 Principles for e-Learning Design.
Rules of Competition Game is played by a single contestant, who attempts to answer ten questions (plus a final bonus question). Content is taken from.
Presentation of Chapters 7 & 8 Applying the Coherence Principle (ch. 7) Applying the Personalization Principle (ch. 8) November 4, 2005 Professor Paul.
Designer’s dilemma Director says a first version “seems a little dry—can you spice it up a bit?” Why might spicing it up with extra graphics or background.
Ch 4. Multimedia Principle
Reading, viewing a presentation or playing an interactive game are social events. Implied conversation between author and learner(s) Words, Voice and.
Ch 7. Coherence Principle Mayer, R. E. (2001). Multimedia Learning. Cambridge University Press. 2004/2/23 吳秋儀.
Implications of Creating Presentations That DO NOT WILL NOT Promote Learning.
Garadan Al-Amir Hector Segarra.  Is to create instructional messages that are sensitive to the caracteristics of the human information- processing system,
Hector Segarra EDLT-520 Dr. Jesús H. Trespalacios New Mexico State University.
Learning and Technology An Overview. Two types of Multimedia Learning Environments Virtual Learning Environments Windows On The World Multimedia Environments.
The Cognitive Influence on Interactive Multimedia Design: Towards the Development of a Computer-Based Instruction in Removable Partial Denture Ranier M.
Multimedia Instruction
The cognitive theory of multimedia learning
Followup on: Cognitive Theory and the Design of Multimedia Instruction Part 2.
Followup on: Cognative Theory and the Design of Multimedia Instruction: Part 1.
Introduction to e- Learning Dr. Lam TECM What is wrong with e- learning? What are your experiences with e-learning? What made it effective or ineffective?
Incorporating Computer Visualizations and Simulations into Your Teaching Marsha C. Lovett, Ph.D.
Learning Team C Michael Balof, Tasheca Brown, Belinda Diaz-Askew, Joanna Hansard.
Cognitive Interactivity Gina A. Richter Gina A. Richter
How do people learn? Decisions about e-Learning courseware must begin with an understanding of how the mind works during learning and of what research.
Multimedia Learning Theory Tommy Gober, MS LeTourneau University.
How Multimedia Design Impacts the Learning Experience
10 Research-Based Principles of Multimedia Learning.
E-learning Priciples. 1.Multimedia principle 2.Contiguity principle 3.Modality principle 4.Redundancy principle 5.Coherence principle 6.Personalization.
1 Nine ways to reduce cognitive load in multimedia learning 指導教授: Chen Ming-Puu 報告者: Chen Hsiu-Ju 報告日期: Mayer, R. E., & Moreno, R., (2003).
Richard E. Mayer. Jessica Martin Fall 2013  Segmenting  Pre-training  Modality.
Design dilemma (Clark & Mayer, e-Learning, chapter 3, pp ) VP thinks a short course should just consist of text and tells course designer: “Everything.
Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds? 報 告 人:張純瑋 Mayer, R. E., Dow, G.
Cognitive Theory of Multi-Media Learning : Guiding Principles for Designing Media Presentations Based upon Research-Based Principles of Multimedia Learning.
Metaphors for Learning  Learning involves strengthening correct responses and weakening incorrect responses.  Learning involves adding new information.
CH 7: Applying the Coherence Principle Use of extraneous sounds, pictures and words should be avoided when designing an e-lesson.
Modality & Redundancy eLearning Principles Anne Negus EDTECH 513 Spring 2009.
Does the modality principle for multimedia learning apply to science classrooms? 指導教授: Chen Ming-Puu 報 告 者: Chen Hsiu-Ju 報告日期: Harskamp, E.
The cognitive theory of multimedia learning Based on the work of Richard E. Mayer.
An Introduction to Online Teaching and Learning ‘Good teaching is good teaching, no matter how it’s done.’
Applying the Modality Principle Chapters 6 1. Media Element Principles of E-Learning 1. Multimedia 2. Contiguity 3. Modality 4. Coherence 5. Redundancy.
By Alshammari Bader Educational studies USM. Effective learning learning  Opinion expert  Opinion end user  How mind work during learning  What research.
Fezile Mlungu, Materials Developer, Centre for Learning and Teaching Development Interactive multimedia: its related computer applications and emerging.
Applying Coherence Principles
Sonia Yu.  Motives (Why?)  Methods of learning (How?)  Use of time (When?)  Physical environment (Where?)  Social environment (With Whom?)  Performance.
Developing e-Learning … November 22 nd, Objectives … Designing e-Learning e-Learning Principles Other Considerations Bringing it Together November.
GeoGebra Quality Criteria for Dynamic Worksheets
Erin Ryan, Amy Brown, Joe Abernathy, Tara Ramsey AET 541/E-learning March 28, 2011 Garth Beerman.
Principles of Multimedia and Contiguity
E-Learning and the Science of Instruction Summaries of Chapters 4 & 7 Source: Clark & Mayer 2008 Jessica Kluntz LHDT 548.
Erin Ryan, Amy Brown, Joe Abernathy, Tara Ramsey AET 541/E-learning March 28, 2011 Garth Beerman.
/96 Mayer and Clark 1. /96 Multimedia Design Principles 1.Multimedia principle 2.Contiguity principle 3.Modality principle 4.Redundancy principle 5.Coherence.
WIKI PART 2.  Presenting words in audio coupled with graphics, rather than on- screen text, results in significant learning gains.
CH 6: Applying the Modality Principle When words and graphic accompany each other, present words as speech rather than onscreen text.
Two Principles: Multimedia and Contiguity Cynthia Bowers Multimedia 513 Week 4.
THE E-LEARNING TRIVIA CHALLENGE JACOB ADLON DESIGNING MULTIMEDIA FOR INSTRUCTION KENT STATE UNIVERSITY SPRING 2016 Click to Begin.
Applying the Contiguity Principle Chapters 5 1. Media Element Principles of E-Learning 1. Multimedia 2. Contiguity 3. Modality 4. Coherence 5. Redundancy.
Modality Principle Dahwun Kim, Learning Design and Technology : Present Words as Speech Rather than Onscreen Text Why? Avoid ways that.
Demonstration of the Oral PrEP eLearning Resource Package
Cognitive Theory of Multimedia Learning
Clark & Mayer.
E-learning Priciples.
Interactive Media for Learning Why Are the Videos Doing All the Talking, Enable Your Students to Interact with Media! Kenith Wilson, M.Ed., Educational.
Chapter 5 The Contiguity Principle.
Mayer’s Cognitive Theory of Multimedia Learning
Instructional Design and Technology
What's Your Message? Presenting with a Purpose
e-Learning and the Science of Instruction-Chapter 7
Cognative Theory and the Design of Multimedia Instruction
Multimedia Learning Ten research principles
IT 7210 MODALITY AND REDUNDANCY CHAPTERS 6 & 7 Susan Giasson
Meaningful Design & Meaningful Learning Paul Akerlund ESL Adult
Learning and Technology
Presentation transcript:

/33 Mayer and Clark 1

/33 Multimedia Design Principles 1.Multimedia principle 2.Contiguity principle 3.Modality principle 4.Redundancy principle 5.Coherence principle 6.Personalization principle 7.Segmenting & Pretraining 2

/33 Question 1 Should we pay a graphic designer to create customized graphics for our e-lesson? 3

/33 Question 1 Learning is just as effective from good textual explanation as from text plus graphics. The format of information does not make a difference. Adding some cute clip arts to a few screens will make the lesson more interesting and more effective. Customized (made for a specific concept) visuals & animations adds appeal and improves learning 4

/33 1- Multimedia principle Use words and graphics rather than words alone 5

/33 Why? learners learn better when they engage in relevant cognitive pressing such as attending to the relevant material in the lesson, mentally organizing the material into a coherent cognitive representation and mentally integrating the material with their existing knowledge. The computer screen is our main connection with students, screens filled with text will turn them off right away. Keep a balance 6

/33 Question 2 Where to put text directions ? 7

/33 Question 2 The text directions should be placed on a preceding screen rather than on top of the picture. The text directions should be placed on the same screen as the visual Both ideas could be accommodated by placing text directions in a rollover box activated by the mouse.

/33 2- Contiguity principle Place corresponding words and graphics near each other 9

/33 Why? When words and pictures are separated from one another, people must use their scarce cognitive resources just to match them up. When words and pictures are integrated, people can hold them together in their working memory and therefore, make meaningful connection between them. Even for environments with high traffic and low bandwidth, they recommend against separation. 10

/33 Question 3 Do we need audio while we can have faster and cheaper text versions? 11

/33 Both? Providing text allows learner to move at their own pace rather than have to wait for audio to play Learning is much better when words are presented in audio narration rather than text Everyone can be accommodated by providing words in both text and audio. 12

/33 3- Modality principle Present audio narration rather than onscreen text when you want to explain pictures. Particularly, if the picture requires a lot of explanation. 13

/33 Why? There are two main channels that we use to process information, the auditory and visual channel. When learners are given concurrent graphics and on screen text, both must be initially processed in the visual channel. This overloads one channel while the other channel is not used 14

/33 Question 4 Should we add text to explain narrated graphics? 15

/33 4- Redundancy principle Don’t add on screen text to narrated graphics to explain visuals. 16

/33 Why? Learner might pay so much attention to the printed words that they pay less attention to the graphics. 17

/33 How about learning styles? The learning styles view seems to make sense (putting both spoken text and on- screen text for different learning styles) However, adding redundant on-screen text could overload the visual channel. 18

/33 Accessibility How about accessibility? Well the default should be audio only but they can choose audio off and text on if they want. Communicate words in both on-screen text and audio narration to accommodate different learning styles and to meet 508 compliance Explain visuals with audio alone to promote best learning Let the learner select either audio or text as part of the course introduction. 19

/33 Question 5 Should we add excitement to our e-lesson? 20

/33 Question 5 Adding some emotion grabbing elements to narration helps. Adding some music to narration helps. Add some games? Less is more for most learners. 21

/33 5- Coherence principle Adding extra material can hurt learning Avoid e-lessons with extraneous Audio Avoid e-lessons with extraneous Graphics Avoid e-lessons with extraneous Words Recommend against extraneous words added for interest, elaboration, or for technical depth. 22

/33 Why? There is a distinction between emotional interest and cognitive interest There is little evidence that emotion- grabbing adjuncts (seductive details) promote deep learning 23

/33 Question 6 Formal or Informal talk? 24

/33 Formal more serious? A more informal approach plus an agent will lead to better learning. A more formal tone will fit the instructor image better, leading to a more credible course The tone of voice depends on the learner (male, female, alteranate) 25

/33 6- Personalization principle Use conversational style and virtual coaches 26

/33 Why? People work harder to understand material when they feel they are in a conversation with a partner, rather than simply receiving information. 27

/33 Dilemma 7 Sequencing? Branching? 28

/33 Question 7 Combine the practical steps and the key concepts together? Or Separate the key concepts from the procedure? 29

/33 Which one? First Learn Zebrazapps tools and functions then try to make a project Combine the process and key concepts. 30

/33 Learner Control or Program Control ? Let the lesson play (automatically) like a video Let the user control the sequence 31

/33 Principle 7 Segmenting & Pretraining 1.Break a continuous lesson into Bite-Size Segments. 2.Mix key concepts and procedures 3.Default should be sequencing but give the learner to skip if they are familiar with the topic. 32

/33 Why? Sequencing allows the learner to engage essential processing without overloading the learner’s cognitive system. 33