Professional Documents
Culture Documents
Chapters 6 & 7
Matthew, Ryan, Lorena Cal Poly Pomona Instructional Design for Educational Multimedia (GED572) Winter 2013 http://google.com
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The water soaks into the ground and collects in rivers and lakes. The water cycle that never ends has started again!
Modality Principle
Narration should be used rather than on-screen text to describe graphics, especially when presentation is Complex Fast-paced Verbal material is familiar or short
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Limitations
Words should remain available to the learning for memory support, particularly when they are
Technical Unfamiliar Not in the learners native language Needed for future reference Key words that identify steps of a procedure
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Psychological Reasons
Information acquisition view of learning approach Clark & Mayer - the instructional professionals job is to present information in a way that is consistent with how people learn The book adopts the cognitive theory of multimedia learning in which learning depends both on the information that is presented and on the cognitive processes used by the learner during learning
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Psychological Advantages
Cognitive Theory of Learning
People have separate information processing channels for visual/pictorial processing and for auditory/verbal processing
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Psychological Reasons
Overloading of Visual Channel with Written Text and Graphics
Multimedia
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Psychological Reasons
Balancing Content Across Visual and Auditory Channels with Narration and Graphics
Multimedia
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Do students learn more deeply from graphics with speech than from graphics with onscreen text, as suggested by cognitive theory? Studies
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Redundancy Principle
Graphics explained using identical text and audio narration
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Credits
http://www.youtube.com/watch?v=HioP8Hv1 MlA
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