/48 What is multimedia Instruction? 1

/48 Two definitions presentation of material in more than one form (audio+video+pictures+text) Presentation of material using both words and pictures Words = printed or spoken (Verbal) Pictures = still or motion (Visual) Are textbooks multimedia? 2

/48 Why do we need multimedia? 3

/48 Why Mulitimedia For thousands of years, the major format of presenting instructional material has been words (spoken word or printed words) Humans have 2 information processing systems With the advent of computers we are able to use pictures extensively. If we use words only we ignore our capacity to also process material in the visual mode. 4

/48 Why might two channels be better? 2 theories 5

/48 Quantitative Rational More material can be presented on two channels than one channel Like more traffic can travel over two lanes than one lane Presenting in both is like presenting the material twice 6

/48 Problem? It assumes that the verbal and visual channels are equivalent Words and pictures are simply two equivalent ways of presenting the same material 7

/48 Is this right? Presenting the same thing twice = Presenting it without visual + presenting with a visual 8

/48 Qualitative rationale Words & pictures can complement one another Meaningful learning (understanding) happens when learners are able to build meaningful connections between visual and verbal presentations In the process of trying to make this connection, learners are able to create a deeper understanding. 9

/ Words Two channels are not equivalent Words are useful for presenting materials that are more abstract and require more effort to translate Pictures are more useful for materials which are more intuitive, natural Not always “A picture is worth a 1000 words” 10

/48 Example PowerPoint 1.0 was actually derived from a product called “Presenter” that was developed by Forethought Inc. in early Microsoft purchased Presenter in August of 1987 for $14 million. 11

/48 Example PowerPoint 1.0 was actually derived from a product called “Presenter” that was developed by Forethought Inc. in early Microsoft purchased Presenter in August of 1987 for $14 million. 12

/48 Good visual PowerPoint 1.0 was actually derived from a product called “Presenter” that was developed by Forethought Inc. in early Microsoft purchased Presenter in August of 1987 for $14 million. 13

/48 Terminology 14

/48 Two views of multimedia design Technology-centered Learner-centered 15

/48 Two views of multimedia design Technology-centered approaches (what can we do with multimedia?) Get the technology first and then look for its applications 16

/48 Learner-centered Learner-centered approaches (how can we adapt multimedia to enhance human learning?) Find the problem first and then search for the right technology to fix the problem. 17

/48 Two Kinds of Research Media research Learner centered research 18

/48 Two Kinds of Research Media research – Comparing a new technology with traditional approach or with an older technology It may lead to NSD it does not tell us why technology works or does not work. 19

/48 Learner centered research Relationship between design features and the human cognition. How computers can expand our cognitive capabilities? change variables one at a time 20

/48 Examples Group 1 Two months writing with spellchecker on Group 2 Two months of writing no spellchecker Mayer’s experiments 21

/48 Two views of learning Information acquisition Knowledge construction view 22

/48 Two views of learning Information acquisition (delivery): learning involves adding information to one’s memory If your goal is to help people learn isolated fragments of information, there is nothing wrong with this view 23

/48 Example You don’t know what is the word “house” in French. I tell you You memorize it Is this “Leaning”? 24

/48 Two views of learning Knowledge construction view Learning is a sense-making activity Learner is active The learner tries to organize and integrate the presented material into a coherent mental representation. 25

/48 Constructive Learning You learn some nouns You learn some verbs You learn some adjectives You learn some rules 26

/48 Constructive Learning If you memorize all of the above This is rote learning However, if You organize & integrate all of the above You write a paragraph in French. This is constructive learning 27

/48 Hands on activities & Discovery Learning What is and what is not hands-on? Is it important? Why? 28

/48 Hands on vs, minds on Meaningful learning depends on the learners’ cognitive activity during learning rather than the learner’s behavioral activity during learning Well-designed multimedia instructional message can promote active cognitive processing, even when learners seem to be behaviorally inactive. 29

/48 Dual coding theory Human information processing system includes dual channels Two theories Auditory & Visual Verbal & Nonverbal 30

/48 Two theories Presentation Mode (Paivio) One channel processes verbal material and the other channel processes pictorial material and nonverbal sounds Verbal = spoken or printed words Nonverbal = pictures, video, sounds 31

/48 Two theories Sensory modality (Baddeley) One channel processes visually represented material and the other channel processes auditory represented material Auditory = spoken words, sounds Visual= pictures, video, printed words 32

/48 Dual coding theory Each channel has limited capacity Learning requires several coordinated set of processes 33

/48 Memory Span Although there are individual differences, average memory span is 5-7 chunks

/48 Lets try your memory 35

/48 6 digits In the next slide you’ll see 6 digits. In a limited time try to memorize all 6 digits in order. 36

/

/48 6 Digits The number was

/48 8 Digits In the next slide you’ll see 8 digits. In a limited time try to memorize all 8 digits in order. 39

/ The number was

/48 Chunks In the next slide try to remember as many letters as you can in 6 seconds 41

/48 XUB IAF STM AOS 42

/48 Now try the new chunk 43

/48 SAT USA IBM FOX 44

/48 Active processing requires Attention (Selection)- paying attention and selecting relevant words or pictures Organization- building connections among selected items Integration- with other knowledge 45

/48 Richard Mayer

/48 Youtube video Dual Code theory (last slide) Cognitive load exercise Dual Code and Multimedia Effects (Class video) Dual coding theory (8 minutes) Dual Code theory (Short) 47

/48 Relation between channels Although information enters the human information system via one channel, learners may also be able to convert the representation for processing in the other channel Canada Germany Japan Bhutan Croatia Kiribati 48

/48 Sources of cognitive load Intrinsic load depends on the inherent difficulty of the material Extraneous load depends on the way the instructional message is designed 49