Article:Introduction to multimedia learning
From unthinkMedia
Contents |
Questions
- Do student learn more deeply from words and pictures then from words alone?
- What is the value of adding picture to words?
Terms
Multimedia
Mayer defined multimedia as a combination of words (printed and spoken) and picture (static images, video and animation).
- Computer with on-screen graphics and audio
- Textbooks
- Chalk and talk: when a person writes on a board while talking
Multimedia Learning
The act of building mental representation from words and pictures
Multimedia Instruction
To use a combination of words and picture with the intent for promoting learning.
Why
Mayer has successfully tested how, through his bicycle pump experiment, student did better at both retention and problem solving when textual instruction was accompanied with visuals.
Mayer explains the rational as being both qualitative and quantitative.
Quantitative Rational
More material could flow through 2 channels then one. (ie. two lane road compared to one lane road)
Qualitative Rational
Although different words and pictures could complement each other, allowing learners to build meaningful connections between both visual and verbal representations.
Two Approaches
Technology Centered
"How can we use these capabilities to design multimedia instruction?"
This approach has a historical tendency to fail.
- 1922 Thomas Edison predicted that motion pictures will make textbooks obsolete in a few years.
- 1945 radios will be in every classroom and will be a common as black board.
- 1950's educational television
- 1960's computer tutors where predicted to replace teachers.
Learner Centered
"How can we adapt multimedia to enhance human learning?"
Multimedia should be used as an aid to what we know about human cognition.
3 Metaphors
- Multimedia Learning as Response Strengthening: Strengthening and weakening connections, based on connections where the learner is a passive receiver of rewards and punishments. Multimedia is looked as an exercise/training system. (drill and practice) Mayer sees this not as wrong, but as incomplete. Drill and practice is good in some learning, however there are instances that it would not work as well.
- Multimedia Learning as Information Acquisition: Adding information to memory based where the learner is a passive receiver. (Sage on the stage)
- Multimedia Learning as Knowledge Construction: Building a coherent mental structure while keeping the learner involved as an active sense maker. In this example the teacher acts more as a guide, then a dispenser of information. (Guide on the side)
2 Goals
- Remembering: Ability to retain and reproduce what you just learned.
- Understanding: To be able to transfer the "new" knowledge in novel situations.
3 Outcomes
- No Learning: No knowledge, with poor retention and poor transfer.
- Rote Learning: Fragmented knowledge, with good retention and poor transfer.
- Meaningful Learning: Integrated knowledge, with good retention and good transfer.
Active Learning
Behavioral Activity only account for the physical activity, such as the act of filling the blanks to an explanation.
"Meaningful learning depends on the learners cognitive activity during learning, rather then a learners behavioral activity during learning" (pg. 14)
Quotes
- "When we present material in only on verbal mode, we are ignoring the potential contributions of our to also process material in the visual mode" (pg. 4)
- "It is important to understand how best to incorporate pictures and words. Just because technologies are available that allow for state of the art visualizations, this does not mean that instructores are well advised to use them." (pg. 6)
- Norman's Quote: "Today we serve technology. We need to reverse this machine centered point of view and turn into the person centered pont of view: Technology should serve us."
- "technology...should complement human abilities, aid those activities for which we are poorly suited and enhance help develop those that we are ideally suited"
- "Meaningful learning depends on the learners cognitive activity during learning, rather then a learners behavioral activity during learning" (pg. 14)
Reference
Mayer, R., (2005) Introduction to Multimedia Learning. The Cambridge Handbook of Multimedia Learning. USA, Cambridge University Press.
