ORIGINAL WORK SUBMITTED BY Ahmed Osman Adem Jama ( Somaliland) China flag courtesy of ( LAST VIEWED NEXT SLIDE LAST SLIDE FIRST SLIDE PREVIOUS SLIDE PREVIOUS SLIDE END SHOW RESEARCH WRITING SKILLS SHOWCASE 2013

Statement of the Problem & Proposal Assertions or Assumptions of the Study Statement of the Thesis Background & Urgency of the Problem Primary school students in Somaliland do not have any background about how to become an independent learner. To depend only notes of the teacher might cause losing marks in the exams. They don not have any strategies to manage time and organize their issues accordingly. Primary school students in Somaliland do not have any background about how to become an independent learner. To depend only notes of the teacher might cause losing marks in the exams. They don not have any strategies to manage time and organize their issues accordingly. In three weeks, I will Create information posture with three pictures in English and Somali words for primary school students in Somaliland that emphasizes how to be an independent learner. In three weeks, I will Create information posture with three pictures in English and Somali words for primary school students in Somaliland that emphasizes how to be an independent learner. Primary school students who do not know how to be an independent learner can view for 20 minutes a day posture that shows pictures to become independent learner within one day. Primary school students who do not discern, understand, or concern about how to be an independent learner can view for 20 minutes a day posture that shows pictures to become independent learner within one day. Primary school students who do not know how to be an independent learner can view for 20 minutes a day posture that shows pictures to become independent learner within one day. Primary school students who do not discern, understand, or concern about how to be an independent learner can view for 20 minutes a day posture that shows pictures to become independent learner within one day. Using the theory of cognitive multimedia learning to show, design and implement an information posture can help a primary school students in Somaliland to become an independent learner by viewing the posture in 20 minutes. Ahmed Osman Adem Jama, Gacan libaax street, Maroodi jeex 0025 Somaliland The use of Mayer's cognitive multimedia learning to become an independent learner in Somaliland primary school students. G05 SHL1013 Professional English 5 December 2013) Theoretical Background Theoretical Application Proposed Poster Design The theory of cognitive multimedia learning states that every learner can observe a lesson by using different styles, Auditory, Visual and Kinaesthetic.(Mayer.R.E.(2001)Mayer.R.E.(2001) The theory of cognitive multimedia learning states that every learner can observe a lesson by using different styles, Auditory, Visual and Kinaesthetic.(Mayer.R.E.(2001)Mayer.R.E.(2001) Cognitive multimedia learning claims that the proper way that a learner can understand lessons, ideas, or instructions is that he/she must watch visual clips or videos, these allow them to understand well. Methodology This information posture explains easily step by step ways to follow in order to become an independent learner. Each and every one can benefit form this information posture by following this step Each strategy is clear and effective to follow. Each step has it’s own instructions so that the learner can have a clear idea about the posture. This information posture explains easily step by step ways to follow in order to become an independent learner. Each and every one can benefit form this information posture by following this step Each strategy is clear and effective to follow. Each step has it’s own instructions so that the learner can have a clear idea about the posture. Projected Challenges & Solutions References About the Writer Timeline & Implementation Strategy  Week 1: Design the of posters  Week 2: implementation of goals and objectives  Week 3: distribute posture  Week 1: Design the of posters  Week 2: implementation of goals and objectives  Week 3: distribute posture The challenges for this project was that a possibility that the primary school students might not interested for the topic of the posture but hopefully after making a research I found out that they need this posture. Richard Mayer (2001) Multimedia Learning Fig 1. Mayer (2001) Theory is grounded in 3 seminal cognitive theories Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press. Mayer, R. E.; R. Moreno (1998). “A Cognitive Theory of Multimedia Learning: Implications for Design Principles”. From Moreno, R., & Mayer, R. (1999). “Cognitive principles of multimedia learning: The role of modality and contiguity”. Journal of Educational Psychology 91: 358–368. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press. Richard Mayer (2001) Multimedia Learning Fig 1. Mayer (2001) Theory is grounded in 3 seminal cognitive theories Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press. Mayer, R. E.; R. Moreno (1998). “A Cognitive Theory of Multimedia Learning: Implications for Design Principles”. From Moreno, R., & Mayer, R. (1999). “Cognitive principles of multimedia learning: The role of modality and contiguity”. Journal of Educational Psychology 91: 358–368. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press. Ahmed Osman Adem is an Information technology Scholar of Albukhary International University. His is finishing his first semester in first year in degree, he always like to be professional academically, socially and physically. Main Image Here nms&tbm=isch&sa=X&ei=snSkUuLiGcGPrgfds4CIAg&ved=0CAkQ_AUoAQ&biw =1241&bih=545#imgdii=_ How to be an independent learner Image Here ndependent+learner&hl=en&noj=1& source=lnms&tbm=isch&sa=X&ei=s nSkUuLiGcGPrgfds4CIAg&ved=0CA kQ_AUoAQ&biw=1241&bih=545#i mgdii=_ ndependent+learner&hl=en&noj=1& source=lnms&tbm=isch&sa=X&ei=s nSkUuLiGcGPrgfds4CIAg&ved=0CA kQ_AUoAQ&biw=1241&bih=545#i mgdii=_ ndependent+learner&hl=en&noj=1& source=lnms&tbm=isch&sa=X&ei=s nSkUuLiGcGPrgfds4CIAg&ved=0CA kQ_AUoAQ&biw=1241&bih=545#i mgdii=_ Image Here =independent+learner&hl=en&noj =1&source=lnms&tbm=isch&sa=X &ei=snSkUuLiGcGPrgfds4CIAg&ve d=0CAkQ_AUoAQ&biw=1241&bi h=545#imgdii=_ =independent+learner&hl=en&noj =1&source=lnms&tbm=isch&sa=X &ei=snSkUuLiGcGPrgfds4CIAg&ve d=0CAkQ_AUoAQ&biw=1241&bi h=545#imgdii=_ =independent+learner&hl=en&noj =1&source=lnms&tbm=isch&sa=X &ei=snSkUuLiGcGPrgfds4CIAg&ve d=0CAkQ_AUoAQ&biw=1241&bi h=545#imgdii=_ 7 FOR MORE INFORMATION, CONTACT Insert explanatory text here if any. 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Richard Mayer (2001) Multimedia Learning Fig 1. Mayer (2001) Theory is grounded in 3 seminal cognitive theories Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press. Mayer, R. E.; R. Moreno (1998). A Cognitive Theory of Multimedia Learning: Implications for Design Principles, From Moreno, R., & Mayer, R. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology,91: 358–368. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.