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Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
Online Multimedia Learning
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Online Multimedia Learning

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This presentation was used in a class on multimedia learning for students of the Education Science PhD at Universidade Nova de Lisboa and Instituto Superior de Psicologia Aplicada. Major focus on the …

This presentation was used in a class on multimedia learning for students of the Education Science PhD at Universidade Nova de Lisboa and Instituto Superior de Psicologia Aplicada. Major focus on the Cognitive Theory of Multimedia Learning by Richard E. Mayer.

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Transcript

  • 1. ONLINE multimEdia LEARNING<br />Connecting information<br />02-06-2011<br />by: António Maneira<br />Advanced Digital Media - UT Austin | Portugal<br />
  • 2. Online Multimedia Learning<br />Human-centered multimedia<br />Cognitive Theory of Multimedia Learning<br />Connecting information<br />
  • 3. TheMatrix (1999)<br />Trinity: “Tank I need a pilot program for a B-212 helicopter.”<br />http://www.youtube.com/watch?v=Dg0E5xwIXho<br />
  • 4. What would be your criteria for building a multimedia presentation?<br />Technologically Sophisticated<br /><ul><li>Computer
  • 5. Internet
  • 6. Latest softwares</li></ul>Aesthetically Pleasing<br /><ul><li>Nice photos
  • 7. Shinny graphics
  • 8. Colorful types
  • 9. Fading backgrounds</li></ul>Information-rich<br /><ul><li>Images
  • 10. Sound
  • 11. Animations
  • 12. Text
  • 13. Tables</li></li></ul><li>Human-centeredmultimedia<br />WhatisMultimedia?<br />Delivery-MediaView<br />Presentation-ModesView<br />Sensory-ModalityView<br />
  • 14. Human-centeredmultimedia<br />Two Design Approaches:<br />Technology-Centered<br />Learner-Centered<br />
  • 15. Human-centeredmultimedia<br />Learningoutcomes:<br />RoteLearning - GoodretentionPoortransfer<br />MeaningfulLearning - Goodretention &amp; transfer<br />
  • 16. Human-centeredmultimedia<br />Humanmind:<br />Long-term memory<br />Working memory<br />WhyMultimedia?<br />Dual channels (multiple channels)<br />Limited capacity<br />Active processing<br />
  • 17. Human-centeredmultimedia<br />Dual channels: <br />Visual informationProcessing<br />AuditoryinformationProcessing<br />
  • 18. Human-centeredmultimedia<br />Limited capacity<br />working memory is only able to hold 7 new data; <br />almost all the contents of working memory are lost within about 20 seconds.<br />
  • 19. Human-centeredmultimedia<br />Active processing<br />Selecting relevant words<br />images<br />Organizing into a verbal model<br />pictorial model<br />Integrating the verbal and pictorial representation with each other and with prior knowledge<br />
  • 20. Howpumpswork<br />As the rod is pulled out, air passes through the piston and fills the area between the piston and the outlet valve. As the rod is pushed in, the inlet valve closes and the piston forces air through the outlet valve. <br />
  • 21.
  • 22.
  • 23. Arousal theory <br />Students learn better when they are emotionally aroused by the material<br />
  • 24. HowLighteningworks<br />http://www.youtube.com/watch?v=Q3Awp-3CxSU<br />http://www.youtube.com/watch?v=Q3Awp-3CxSU<br />
  • 25. Cognitive Theory of Multimedia Learning<br />Principles for better Multimedia Learning:<br />Coherence<br />Signaling<br />Redundancy <br />Segmenting<br />Multimedia<br />Personalization<br />
  • 26. Coherence<br />Lessis more<br />Students tend to be able to remember the seductive details better than they can remember the central ideas in the passage<br />
  • 27. Signaling<br />Peoplelearnbetterwhencuesthathighlighttheorganizationoftheessential material are added<br />Outlines<br />Headings<br />Vocal emphasis<br />Pointerwords<br />
  • 28. Redundancy<br />Multimediais more effectivewhenwords are presented as speachratherthenspeechandprintedtext<br />learningpreferenceshypothesis<br />
  • 29. Segmenting<br />students learn better when a multimedia message is presented in user-paced segments rather than as a continuous unit<br />
  • 30. Multimedia<br />Peoplelearnbetterfromwordsandpicturesthanfromwordsalone<br />Decorative<br />Representational<br />Organizational<br />Explanative<br />
  • 31. Personalization<br />Peoplelearnbetterfrommultimediapresentationswhenwords are inconversationalstyleratherthan formal style<br />Multimedialearning as social event<br />Voice (Human vs Computer)<br />Image (Avatar / Tutor ) <br />
  • 32. ConnectingInformation<br />How big is the internet?<br />109.5 million websites operated<br />one trillion unique URLs<br />65,000 new videos were being uploaded every day <br />
  • 33. Have you ever used YouTube to teach yourself something?<br />
  • 34.
  • 35.
  • 36.
  • 37. Connectinginformation<br />LearningManagementSystems (LMS) andauthoringtools(Commercial: Articulate; Camtasia; Lectora; Blackboard,...; Adobe Captivate) (Opensource: Moodle, Elgg, Udutu,...)<br />More: http://www.c4lpt.co.uk/Directory/Tools/instructional.html<br />
  • 38. Connectinginformation<br />Children who train with the virtual materials are as capable in correctly designing experiments as children who train with the physical materials.<br />Triona and Klahr<br />
  • 39. Conclusões <br />A utilização de meios audiovisuais, de multimédia e soluções interactivas na educação é vantajosa em diversos casos; <br />É cada vez mais simples criar vídeos animações e imagens;<br />Existem algumas regras e condições para potenciar a utilização de multimédia na educação. <br />
  • 40. Obrigado<br />
  • 41. Referências:<br />Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press<br />Kommers, Piet; Grabinger, Scott; Dunlap, Joana (1996). Hypermedia Learning Environments, Instructional Design and Integration, New Jersey: Lawrence Erlbaum Associates, Inc.<br />Ree, Stephen K. (2009). Manipulating Multimedia Materials, In Zheng, Rober Z. (2009) Cognitive Effects of Multimedia Learning http://www.sci.sdsu.edu/CRMSE/personal_pages/sreed/Manipulating_Materials.pdf<br />http://sourceforge.net/projects/camstudio/files/stable/<br />

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