Week 6: Thoughts on 3 of the 10 Sue Maunders 10/31/07.

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Presentation transcript:

Week 6: Thoughts on 3 of the 10 Sue Maunders 10/31/07

Focus on 3 of Mayer’s 10 For this week’s discussion, I would like to discuss 3 of Mayer’s “Ten Research-Based Principles of Multimedia Learning” 1. Multimedia Principle 1. Multimedia Principle 3. Coherence Principle 3. Coherence Principle 9. Interactivity Principle 9. Interactivity Principle But first, a note about Mayer’s cognitive model But first, a note about Mayer’s cognitive model

Basis of Theory: Cognitive Model Note how model doesn’t include culture or emotion, yet they both affect processing. Area enclosed in red is where all “meaning making” occurs. Learning is more than organizing and integrating, yet model does not reflect anything else.

1. Multimedia Principle Lack of clarity about whether text is spoken or written confuses the use of this model of cognitive processing. The spoken words are processed via the auditory channel; the written words through the visual channel. Written words cause increased load if pictures are also used.

3. Coherence Principle “…multimedia instructional messages must not only present information to learners, but must also guide their cognitive processing of the presented material” (Mayer, p ) “…multimedia instructional messages must not only present information to learners, but must also guide their cognitive processing of the presented material” (Mayer, p ) The coherence principle may be the only way the designer can achieve this “guiding” role. Possible? The coherence principle may be the only way the designer can achieve this “guiding” role. Possible? How does this fit with our knowledge of different learning styles? How does this fit with our knowledge of different learning styles?

3. Coherence Principle Principle may need to be researched again with younger people who show greater ability to do multi-tasking.

9. Interactivity Principle Interactivity doesn’t have to be complex to be engaging, but simply allowing the user the control of when to turn the page is not a good definition of interactivity, except as a research variable. Interactivity doesn’t have to be complex to be engaging, but simply allowing the user the control of when to turn the page is not a good definition of interactivity, except as a research variable. To see a better level of interactivity, go to: To see a better level of interactivity, go to: The next few pages are screen captures of this interactivity, in case you do not want to enroll yourself in the live site. This is minimal for use of term “interactivity” in current design practice. The next few pages are screen captures of this interactivity, in case you do not want to enroll yourself in the live site. This is minimal for use of term “interactivity” in current design practice.

The End