Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Chapter 11 edtl 520


Published on

This is a presentation for my EDTL 520 class.

  • Be the first to comment

  • Be the first to like this

Chapter 11 edtl 520

  1. 1. Chapter 11<br />Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pretraining, and Modality Principles <br />
  2. 2. Terminology<br />Research<br />Application<br />Activity<br />Roadmap <br />
  3. 3. This theory refers to the fact that visual/ pictorial and auditory/verbal channels in working memory are extremely limited. Therefore, only a few items can be held or manipulated in each channel at any one time.<br />Cognitive Theory of Multimedia Learning<br />
  4. 4. Too Much –Too Fast<br />Narrated animation presented at a fast rate which creates an intrinsic cognitive load.<br />The end result is that the essential cognitive processing required to understand exceeds the learner’s cognitive capacity<br />Essential Overload<br />
  5. 5. People learn more deeply when multimedia messages are presented in learner-paced segments<br />Segmenting Principle<br />
  6. 6. People learn more deeply from a multimedia message when they know the names and characteristics of the main concepts<br />The Pretraining Principle<br />
  7. 7. Stand up straight<br />Follow the sequence<br />Touch your right shoulder with your left hand <br />Touch your left shoulder with your right hand<br />Touch your left side with your right hand<br />Touch your right side with your left hand<br />Touch your left hip with your right hand<br />Touch your right hip with your left hand<br />Pretraining<br />
  8. 8. Humans learn more deeply from multimedia message when the words are spoken rather than printed<br />Modality Principle<br />
  9. 9. Is the total amount of processing that can be supported by both the auditory and the visual channels of the learner’s working memory at any one time<br />Cognitive Capacity<br />
  10. 10. Mayer & Moreno, 2003 <br /> A complex topic is presented at a fast pace with a narrated animation. The end result is a type one essential overload <br />Mayer and Chandler, 2001<br />Continuous 140 seconds presentation vs. 16 seconds presentation<br /> learners performed when they saw the presentation in small segments<br />Research<br />
  11. 11. Mayer, Dow, and Mayer (2003)<br />Segmented Group vs. Continuous Group<br />“ Dr. Phyz” narrated a continuous version or students control the pace of the different segments. <br />Students who controlled the pace of the presentation performed much better<br />Research cont.<br />
  12. 12. Pollock, Chandler, & Sweller (2002)<br />Group One<br />Phase one: Introduction on the components<br />Phase two: How the components worked together<br />Group two<br />Both phases dealt with the components working together<br />Group one performed better on a problem solving transfer test.<br />Low experienced learner benefited more from the pretraining phase than the experienced learners<br />Research on Pretraining Principle<br />
  13. 13. Mayer Mau tone, & Prothero, 2002<br />Two groups of students were presented with the Profile Game to learn about geology.<br />Group one was given illustrations before the lesson. Group two did not get any pretraining.<br />The pretraining group performed better on a subsequent test<br />Pretraining Research<br />
  14. 14. More than a dozen studies have been done.<br />Mousavi, Low and Sweller ( 1995)<br />Group one: Computer presentation with graphics and printed text<br />Group two: Graphics and narration<br />Overall results concluded that the modality of graphics and narration was more effective because the scores were higher.<br />Modality Principle<br />
  15. 15. Allow the learner to control the pace of presentation (particularly good for learners with limited prior knowledge)<br />Try to equip the learner with knowledge that will make it easier to process the information.<br />Allow learners to have enough time to engage in active cognitive process<br />Off load some of the visual information onto the auditory channels<br />APPLICATIONS<br />
  16. 16. Segment it- When possible use a continue button<br />Pre-train<br />Use visual and auditory modalities<br />Keep the essential material and eliminate the extraneous material<br />Slow Down and Make it Student Centered.<br />
  17. 17. Let’s dance the Macarena!<br />Activity<br />
  18. 18. Mayer, E (2008).The Cambridge handbook of multimedia learning. Santa Barbara. Cambridge University Press<br />Reference<br />