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Cognitive Theory of
Multimedia Learning
Alondra E.
+

Theoretical Founders
 Richard

Mayer

 Cognitive

 Alan

Baddeley

 Working

 Allan

Theory of Multimedia Learning...
+

Components:


Dual-channel: the structure of visual and auditory channels



Limited capacity: the processing capacit...
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How we learn and how the brain
works:
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Multimedia Principle:


“People learn more deeply from words and pictures than from
words alone” ~Mayer



Multimedia...
+

Teaching according to C.T.M.L.


Designing multimedia lessons requires an instructor to provide
multimedia instruction...
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The students according to C.T.M.L.


From “no learning” to “rote learning” to what Mayer considers
“active learning,” ...
+

For future teachers:


The cognitive theory of multimedia learning is a learnercentered theory with a cognitive constr...
+

References


http://sorden.com/portfolio/sorden_draft_multimedia2012.pdf



http://books.google.hr/books?id=ymJ9ow_6W...
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Cognitive Theory of Multimedia Learning

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The cognitive theory of multimedia learning interprets that people learn more through words and pictures rather than words alone. Yet what does this conclude to our instructors and students?

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Cognitive Theory of Multimedia Learning

  1. 1. + Cognitive Theory of Multimedia Learning Alondra E.
  2. 2. + Theoretical Founders  Richard Mayer  Cognitive  Alan Baddeley  Working  Allan Theory of Multimedia Learning Memory Paivio  Dual-Coding  John Theory Sweller  Cognitive Load Theory
  3. 3. + Components:  Dual-channel: the structure of visual and auditory channels  Limited capacity: the processing capacity in memory  Three memory stores:     Sensory – allows us to perceive information Working – consciously process information Long-term – stores out knowledge base Five cognitive processes of selecting, organizing and integrating:      Selecting words Selecting images Organizing work Organizing images Integrating new knowledge with prior knowledge
  4. 4. + How we learn and how the brain works:
  5. 5. + Multimedia Principle:  “People learn more deeply from words and pictures than from words alone” ~Mayer  Multimedia supports the way the human brain learns.  Multimedia instructional design is used for cognitive research in order to combine words and pictures to increase learning proficiency.  The brain selects and organizes information in order to produce mental constructs from words, pictures and audio.
  6. 6. + Teaching according to C.T.M.L.  Designing multimedia lessons requires an instructor to provide multimedia instructional methods that are NOT technologycentered.  The instructional method is suppose to drive the technology to deliver the perspectives of the learner without creating limitations.  For instance, the usage of radios, televisions, computers and the internet were introduced into schools to improve education because they were perceived as better tools. However, the form of instruction the students are receiving is what matters not the technology being used.  Instructors shouldn’t create unnecessary activities with loads of information in a lesson because it is only going to prevent the student from acquiring the needed information that is suppose to be learned.
  7. 7. + The students according to C.T.M.L.  From “no learning” to “rote learning” to what Mayer considers “active learning,” a student is meant to construct knowledge from meaningful learning.  Students learn and perform better with problem-solving exams that include learning words with pictures.    Transfer learning: previous learning affects new learning Problem solving transfer: previous learning affects the ability to solve new problems. As new multimedia technology emerges faster than the developing instructional methods, students begin to migrate towards computer-based media.     Instructional multimedia games and simulations Mobile learning PDF textbooks and scholarly articles Learning modules
  8. 8. + For future teachers:  The cognitive theory of multimedia learning is a learnercentered theory with a cognitive constructivist orientation that focuses on finding effective instructional methods.  “Learning is personal and cannot be directly observed because it happened with the learner’s cognitive system…” not the instructors.  Learning is inferred through a change in behavior.  Performance in activities or on examinations.
  9. 9. + References  http://sorden.com/portfolio/sorden_draft_multimedia2012.pdf  http://books.google.hr/books?id=ymJ9ow_6WEC&printsec=frontcover&dq=Mayer,+Richard+E.+Multim édia+learning&hl=hr&ei=XMNrTeSmG43ItAbaprn3DA&sa=X&o i=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=o nepage&q&f=false  http://www.learning-theories.com/cognitive-theory-ofmultimedia-learning-mayer.html

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