E19.2174 Cognitive Science and Educ. Technology I Class # 4 · 2013-01-14 · •Content: Information Knowledge •Goal: Add information Build coherent mental structure •Multimedia:
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“Instructional media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition." (Clark, 1983, p. 445)
Introduction
Cognitive Science
Overview
• Cognitive Theory of Multimedia Learning • Integrated Model of Text & Picture Comprehension • Application to the Design of Multimedia Instruction
Next Week • Cognitive Load Theory • Draft Design Document Due
Delivery Medium System used to present instruction (e.g., book, computer, voice)
Presentation Mode Format used to represent the instruction (e.g., words, pictures)
Sensory Modality Information processing channel used by learner (e.g., auditory, visual)
Multimedia Learning
Cognitive Science
Delivery Medium System used to present instruction (e.g., book, computer, voice)
Presentation Mode Format used to represent the instruction (e.g., words, pictures)
Sensory Modality Information processing channel used by learner (e.g., auditory, visual)
Multimedia Learning
Cognitive Science
What is multimedia learning?
Multimedia Learning
Cognitive Science
Multimedia learning
Mayer: Building mental representations from words and pictures.
Schnotz: Using external representations as information sources to construct internal representations of learning content, and storing these representations in long-term memory.
What does the multimedia principle predict? Discuss its implication for the design of multimedia learning environments. Consider: -the modalities/presentation modes used -the type of learning fostered -the learning outcomes achieved
Report a summary of your thoughts to the class.
Cognitive Science
Multimedia principle:
People learn more deeply from words and pictures than from words alone.
Desired Learning Outcomes
• Remembering (Retention)
• Understanding (Transfer)
Multimedia Learning
Cognitive Science
Metaphors
Multimedia Learning as Information Acquisition
Multimedia Learning as Knowledge Construction
What are the implications of each metaphor for the design of multimedia instruction?
Assumptions • Active Processing (Wittrock, 1989, 1992) To comprehend, the learner must actively create meaningful relations. -Relationships among instructional concepts -Relationships between instructional concepts and the learner’s prior knowledge and experience
How can the Cognitive Theory of Multimedia Learning and the Integrated Model of Text & Picture Comprehension be used to inform the design of effective multimedia instruction? Use your own example or one of these scenarios for your answer. • Introduce medical students to human anatomy. • Improve freshmen students’ Arabic vocabulary and support the
process of reading a text in Arabic. • Train experienced pilots on the instruments of a new type of
airplane. • Introduce the history of the American civil war to high school
students. • Teach college students about molecular structures in organic