Learning Design for the Brain - Multimedia Principles

learning design for the brain using multimedia principles

[email_address] wanderatwill.com Creative Commons Attribution-No Derivative Works 3.0

the multimedia principle …in action!

Law of Forgetting
Memory recall deteriorates with time
Very quickly at first
Then less so as the time increases
Most forgetting happens < 1 day
words only

Law of Forgetting
words + pictures 5 10 15 1.0 2.0 Delay in days Measure of retention

Multimedia principle
People can learn more deeply from words and pictures than from words alone.
dog cat

So let’s figure out…
What helps us learn better
What gets in the way
Explore key Multimedia Principles & Brain Theory
Fix designs that don’t work
Create new designs that do
Use a checklist tool
Explain your design choices
BONUS!!! use the language of the principles to explain why you made the choices you did

how much can the brain handle? Cognitive Load Theory

BRAIN OVERLOAD! > 7 items

MEMORY

MEMORY Declarative (explicit) Non-declarative (implicit)

MEMORY Declarative (explicit) Non-declarative (implicit) Semantic (facts) Episodic (events)

MEMORY Declarative (explicit) Non-declarative (implicit) Semantic (facts) Episodic (events) Procedural Skills Priming Conditioning Non-associative BRAIN OVERLOAD!

MEMORY Declarative (explicit) Non-declarative (implicit) cognitive load theory 2-4 elements when there is a relationship between the elements

split-attention principle

Split-attention principle - physical
Which one is better? Why? What’s the difference?
Law of Forgetting Time > Memory > Memory recall deteriorates rapidly at first, then less so over time. Memory > Time >
Law of Forgetting
Then less so over time
Most forgetting happens < 1 day 14 days

Split-attention principle - temporal Memory > Time >

Split-attention principle - temporal
Law of Forgetting

Split-attention principle
People learn better when words and pictures are physically and temporally integrated.

A car moves from rest to speed of 40 m/s in 20 seconds. What is the acceleration of the car? u = 0 m/s, v = 40 m/s, t = 20 s v = u + at v-u = at a = (v-u)/t a = (40-0)/20 a = 2 m/s 2 A car moves from rest (u = 0) to a speed (v = 40m/s) in 20 seconds (t = 20): v = u + at, v - u = at, a = (v-u)/t, a = (40-0)/20, a = 2 m/s 2 . What is the acceleration of the car? split-attention physical integration Example from Mayer (2005) Cambridge Handbook of Multimedia Learning, p 139

Review: what is (less) helpful?
HELPFUL:
text + pictures
integrating text + pictures physically & temporally
LESS HELPFUL:
text only
splitting learner’s attention - making them do the work of integration

modality principle

Modality principle: narrated example Courtesy of McGill University - http://thebrain.mcgill.ca

Modality principle: narrated example Courtesy of McGill University - http://thebrain.mcgill.ca Blakeslee & Blakeslee (2007) The Body Has a Mind of Its Own

Modality principle: text example
Dr. Penfield's experiments in the 1940’s of stimulating the outer layer of the brain enabled him to develop a map of the areas of the brain devoted to particular body parts.
Most striking is that the areas in our brains assigned to various body parts are proportional not to their actual size, but rather to the complexity of the movements that they can perform.
Areas for the hand and face are especially large when compared to those for the rest of the body.
Courtesy of McGill University - http://thebrain.mcgill.ca

Modality principle
People learn better from graphics & narration
than graphics & printed text.
BUT WHY?

cognitive theory of multimedia learning

Multimedia Presentation Words Pictures Sensory Memory Prior Knowledge Long-Term Memory Sounds Images Verbal Model Pictorial Model Working Memory Selecting Organizing Integrating

Multimedia Presentation Words Pictures Sensory Memory Prior Knowledge Long-Term Memory Sounds Images Verbal Model Pictorial Model Working Memory Selecting Organizing Integrating Words Pictures Multimedia Presentation

Multimedia Presentation Words Pictures Sensory Memory Prior Knowledge Long-Term Memory Sounds Images Verbal Model Pictorial Model Working Memory Selecting Organizing Integrating Sensory Memory

Multimedia Presentation Words Pictures Sensory Memory Prior Knowledge Long-Term Memory Sounds Images Verbal Model Pictorial Model Working Memory Selecting Organizing Integrating Sounds Images Verbal Model Pictorial Model Working Memory

Multimedia Presentation Words Pictures Sensory Memory Prior Knowledge Long-Term Memory Sounds Images Verbal Model Pictorial Model Working Memory Selecting Organizing Integrating Long Term Memory Prior Knowledge

Narration Pictures Multimedia Presentation Sensory Memory Prior Knowledge Long-Term Memory Sounds Images Verbal Model Pictorial Model Working Memory Selecting Organizing Integrating

Next 5 Principles

Redundancy principle
Redundancy happens when
you present the same information in different forms
the information is unnecessarily elaborated
or if the learner doesn’t need the additional information in order to understand the instruction
+ narration x

Redundancy principle
LESS is more
What is redundant will depend on your learners
what is helpful to novices may hinder people with more expertise
NOT Helpful
Adding the text of a narration on-screen

Coherence principle
Extra stuff not linked to the instruction usually gets in the way of learning
For example, these images are extraneous
Learners spend time trying to make sense of them

Coherence principle
As learners try integrate extra material into their mental model
It increases cognitive load
They may not get to the necessary learning

Signaling principle
People learn better when…
you add cues that highlight the organization of essential material
headers
arrows
highlights or pull-outs
frameworks

Signaling principle
Cues direct the learners attention
EXAMPLE from Multimedia Theory

Segmenting principle
Learning is chunked into segments
And pacing is under the learner’s control
EXAMPLE from Multimedia Theory

Pre-training principle
they know the name and characteristics of main concepts
EXAMPLE - learning about Cognitive Load Theory & Multimedia Theory before getting too deeply into principles

Review - helpful strategies
Text + Pictures = Good
Narration + Pictures = Better
Keep things together in space & time
Cue your learners
Create learner-paced segments
Give your learners essential prior knowledge or mental models

Review - things to watch out for
Less is More
reduce redundant material
eliminate elements not essential to the learning
Don’t split your learner’s attention
keep things together in space and time
Reduce Cognitive Load
this will depend on your learner’s prior knowledge

Put the principles to work! critiquing instructional designs

Check List - key principles max. 2-4 elements of new information Cognitive Load don’t split elements in space or time Split-attention no repeats! if it’s apparent or already explained Redundancy no extras! does to add to instructional goal? Coherence narration + pictures >> text + pictures >> text Modality / MM give learners basic or main concepts first - essential prior knowledge helps create mental models for new material Pre-training chunk into learner-paced segments Segmenting cues direct the learner’s attention Signaling

Critique 1 - using principles, how would you make this better?

Critique 1 - using principles, how would you make this better? Cognitive Overload - pull out 2-4 key points Irrelevant picture - coherence principle Segmenting principle - chunk into segments such as “What works” & “What doesn’t” Multimedia principle - show relevant pictures such as pings & trackbacks if possible Modality principle - narrate as much as possible

Critique 2 slide 1 slide 2
Split-attention principle:
Temporal split - put it all on one screen.
Physical split - relate the words to the image
Redundancy Principle - remove most of text - essentially repeats what’s on the picture. Keep what’s underlined. Multimedia/Modality Principle - could possibly add arrows to indicate direction one moves through steps - and better explanatory text via narration.

Critique 2 slide 1 slide 2

Critique 3 - what is the instructional goal? does it work?

Critique 3 - what is the instructional goal? does it work? Much more subjective - other thoughts? Cognitive overload if you view as text - but if you think of this as a picture or snapshot - does it work? Modality - narrator could point out key words in snapshot - direct the learner’s attention Signaling - what if they header were changed to “current resume by word count” - would that clarify instructional goal?

5 more principles if you are at risk of frying your brain feel free to jump ahead 5 slides

Personalization principle
Using a conversational style is better than more formal style
use I/you
make comments directly to you, the learner
Human voice with local accent is better than machine voice

Worked-out example principle
People learn better when they receive worked-out examples in initial skill building
A car moves from rest (u = 0) to a speed (v = 40m/s) in 20 seconds (t = 20): v = u + at, v - u = at, a = (v-u)/t, a = (40-0)/20, a = 2 m/s 2 . What is the acceleration of the car? Example from Mayer (2005) Cambridge Handbook of Multimedia Learning, p 139 MATH PROBLEM - WORKED-OUT EXAMPLE:

Self-explanation principle
People learn better when they are encouraged to generate self-explanations while learning
by verbalizing what they are learning
or by drawing diagrams
generally by making sense of the materials

Navigation & site map principles
In online environments:
people learn better when they have appropriate navigation aids
people can learn better when the interface includes a map showing where the learner is in the lesson

Animation principle
People learn better from animations when:
when the concept involves changes over time that are difficult to understand from static images alone
or when learners are novices and cannot form a mental model or simulate the activity with a reasonable amount of effort

Check Lists review of key principles additional principles

Check List - key principles max. 2-4 elements of new information Cognitive Load don’t split elements in space or time Split-attention no repeats! if it’s apparent or already explained Redundancy no extras! does to add to instructional goal? Coherence narration + pictures >> text + pictures >> text Modality / MM give learners basic or main concepts first - essential prior knowledge helps create mental models for new material Pre-training chunk into learner-paced segments Segmenting cues direct the learner’s attention Signaling

Check List - additional principles use a conversational style Personalization for initial learning - go through problem solution, step-by-step Worked-out example encourage people to verbalize or draw diagrams while learning Self-explanation works best for complex concepts that are time-dependent or difficult to imagine Animation - easy, consistent navigation - & show where they are in the lesson Navigation Site Map

Design Challenge
Don’t stop here!
Create your own lesson or even just 2-3 slides using the checklists
Right here, right now!
You have less than 1 hr
Memory > Time >

LICENSING INFORMATION You are welcome to USE and SHARE this work if you ATTRIBUTE the work to the author. You may not ALTER or TRANSFORM this work. Learning Design for the Brain: Using Multimedia Principles by Rani H. Gill is licensed under a Creative Commons Attribution-No Derivative Works 3.0 United States License. Permissions beyond the scope of this license may be available by sending an email to ranihgill@gmail.com. Reference Text: Cambridge Handbook of Multimedia Learning by Richard Mayer

http://vle.salford.ac.uk	106
http://wanderatwill.com	101
http://muessernat.blogspot.com	101
https://vle.anglia.ac.uk	87
http://olcourseblog.tru.ca	82
http://elearningcurve.tumblr.com	67
http://www.slideshare.net	66
http://anykeen.ru	52
http://darthyorik.wordpress.com	43
http://tmiket.wordpress.com	36
http://muessernat.blogspot.co.uk	19
http://myportfolio.ac.nz	18
http://vle.anglia.ac.uk	12
http://safe.tumblr.com	7
http://www.muessernat.blogspot.com	6
http://lim6323.blogspot.com	6
http://harper.blackboard.com	5
http://sitso.wordpress.com	4
http://muessernat.blogspot.mx	3
http://muessernat.blogspot.in	3
http://muessernat.blogspot.fr	1
http://classroom.curatr.co.uk	1
http://static.slidesharecdn.com	1
http://a0.twimg.com	1
http://www.learningcycle.ca	1
http://www.health.medicbd.com	1
http://blackboard.carlow.edu	1

Learning Design for the Brain - Multimedia Principles

by rani h gill on Nov 10, 2009

Accessibility

Categories

Tags

Upload Details

Usage Rights

27 Embeds 831

Statistics

Learning Design for the Brain - Multimedia Principles — Webinar Transcript