Multimedia learning proposes Essay

mul judgment of convictiondia system system molding proposes ways of going beyond the pure vocal messages which have been apply in lectures and printed lessons for hundreds of years. Mulmagazinedia acquisition as Thomas Edison predicted has proved to be an stiff method of t for each oneing, has revolutionized our educational system and has supplanted the intent of textbooks. Multimedia foundings atomic number 18 known to dish oneself scholars. The newly developed multimedia system system system technologies which turn back simultaneous presentations of tale, images and text make the possibilities for commandment vast.Yet how should educators utilise these technologies to ensure that in that location is optimal moderateing? The answer is that the multimedia messages should be called in the outdo way using the eight inventionicle of faiths for multimedia flesh as a guideline. basis to the multimedia normals Mayer is known for his research in the field of cognitive possible action. correspond to Mayer, a multimedia instructional message is a presentation which involves haggling (such as vocalize or written text) and pictures (such as vivification, video, illustrations, and photographs) in which the goal is to promote learning.Mayer links cognitive learning theory to multimedia design issues, validating three theory-based supposals intimately how wad learn from speech communication and pictures the (1) triplex p atomic number 18ntage assumption which is based upon the theory that pictures ar seen by eyes and be unconscious serve uped as pictorial representations in the optical-pictorial channel. Spoken manner of speaking on the early(a) hand enter through ears and are processed in the other channel of human cognition, the auditory-verbal channel. (2) Limited cogency assumption is demonstrated by auditory- verbal overload.Beca drop each channel in the human cognitive system has a check qualification for holding and manipulating knowledge, presenting too umteen optics and a agglomerate of sounds at the resembling time causes the auditory-visual channel to twist overloaded. And the (3) Active touch assumption implies that optimal learning occurs when learners sop up in active processing at bottom the channels which allow relevant words and pictures organized into coherent pictorial and verbal models and integrated with each other and other knowledge.The discovery of the eight rationales of multimedia design was a result of Mayers research. each(prenominal) prescript was based on the cognitive theory and was supported by the conclusion of the research. The multimedia article of beliefs discussed with costly and uncollectible workout recitations These eight beliefs are explained as follows in much(prenominal) detail, along with their applications. Multimedia prescript This commandment states that carefully and selectively elect words and pictures enhance a learners acc ord of an explanation break dance than words alone.Mayer tells us that deeper understanding occurs because students genially connect pictorial and verbal representations of the explanation. A study was conducted in which students viewed a narrated life story about pumps or brakes or simply listened to a memorial the students who viewed the narrated spiritedness s resultd substantially higher. There are many pillow slips of the multimedia principle. Desktop publishing programs and the illustrative capabilities of Microsoft Word and PowerPoint adding pictures to a multimedia presentation has become relatively easy.A good practice ideal would be to use an life story of how an earthquake occurs to support the textual and/or verbal description when the frictional stress of gliding plate boundaries goes beyond a certain value and causes a failure at a break of serve line, which results in a violent flutter of the Earths crust. At this point, rubberlike strain energy is release d causing stretch waves to be radiated, leading to an earthquake. The goal of this principle is exceed achieved when graphics apply are meaningful and illustrative in juxtaposition with text.Images which convey meaning, non simply multitudes of trimming art images with no instructional purpose. It would be bad practice heaps of pictures which stage destructions ca utilize by earthquakes are used when explaining how earthquakes occur. It would really be a hindrance in the process of learning as it would tamp focus off the issuance and quite bring the costs of the earthquake into discussion. A good use of this principle would be when pictures and lifetimes are used for presenting instructional pith where thither are used as lesson interfaces and non for any decorative purpose. similarity precept The contiguity principle examines how words and pictures should be interrelated in multimedia presentations. This principle states that there is more impelling learning when the taradiddle and animation are presented simultaneously rather than successively. Also, words and associative pictures should be close each other and presented at the same time so that when the narration or words set forths a particular process or action, the animation or picture shows it at the same time.A good practice model of the contiguity principle would be exhibit a car assembly single-valued function where narration and video are presented simultaneously. Students would learn wagerer when the two things are coordinated than otherwise. It would be bad practice if the consummate textual description or narration of the car assembly procedure which has 23 stages is presented first, prior to the animation or when the animation is played prior to the verbal description. A good base is to display the narration and animation in close time proximity so that when words describe the action, the visual depicts the same action at the same time.This runningament make it more li kely for the learner to build amiable connections linking the verbal and visual representations. Modality Principle This principle states that students learn more late and effectively when words are presented as narration rather than on-screen text. Using animation and text is a method close to hoi polloi use when designing PowerPoint presentations. According to Mayer when both pictures and words are used are displayed in multimedia, only the visual channel is utilized and it easily becomes overloaded.A good idea therefore is to use both processing channels the visual/pictorial channel and the auditory/verbal channel. When the narration presented is auditory, it is processed by the auditory channel allowing the visual channel the resources to process the graphical content without it becoming overloaded. A good practice example of this principle would be to present an animation of how a bicycle tire pump kit and boodle together with the narration of the explanation. Presenting approximately teaching in visual mode and about in auditory mode give expand working memory capacity and reduce excessive cognitive load.It would non be a good idea to play the narration after or before the animation. Redundancy Principle This principle states that students learn far better from multimedia presentations consisting of animation and narration than from animation, narration, and text. The redundancy principle rejects the idea of presenting duplicate book of instructions in different forms. Unless it is necessary, presenting the same data both in narration and on-screen text hinders the process of learning rather than facilitating it.Some people think presenting the same information in multiple forms is safe and at best advantageous. However we must understand the architecture of human cognition. When dealing with new and technical foul instruction, working memory is very limited and presenting the same information in narration and on-screen text will mean that not all information will be processed. A good practice of this principle would be when a lector uses presentations to allow his lectures. He can narrate the instructions while his presentations present animation and pictures.It would not be good practice if the lecturer has text heavy-slides and yet continues to purify to have got the attention of the audition. This redundancy causes the learners or audience to become wrapped up in either the verbal presentation or the textual framework and miss the other. blush worse the learner may fall to not pay attention at all when he is being bombarded with so much information. Coherence Principle This principle states that students learn better from multimedia presentations when conflicting material is excluded rather than integrated.Irrelevant words and pictures, interesting simply irrelevant sounds and excess words huts the students learning process. Learners throughout the multimedia presentation try to make sense of the materia l by building a coherent mental representation and any irrelevant information that comes out of nowhere is likely to amaze the process. A good practice example of this principle would be that when discussing the issue of general humanity display of affection and whether there should be laws imposed against it.It would be a good idea to stick to the topic and present points for or against the argument and the realize a conclusion. If however a individual is tempted to spice up the presentation, it would be bad practice. Including dramatic stories of politicians engaged in the art of public affection and video coiffes where couples are seen showing affection in public would be highly entertaining tho off topic and the audience competency get upset if they do not make out anything from the four minute long presentation.It would also not be a good idea to include any other non instructional material such as unrelated clip arts, background music, sound clips or expatiate textua l descriptions. Personalization Principle The personalization principle states that students learn better when words are presented in a conversational style than in a formal or informative style. Students or audience responds better when a more personalized tone is used in narration. A good example of this principle is when explaining how a human respiratory system works, there is a use of your instead of the.For example instead of maxim During inhaling the diaphragm move heap creating more space for the lungs we say When you inhale, your diaphragm moves overpower creating more space for your lungs. Also when addressing lodge issues using multimedia presentations it is always a good idea to use your community rather than the community. It will tending the learners see that it is his community that has issue and not some other community and will provoke him to take action or become a responsible division of the community. Segmenting principle This principle states that less ons should be split into manageable segments.When an unfamiliar learner is introduced to a continuous presentation with a lot of inter related concepts which are involved it is easy for the cognitive system to become overloaded. A good practice of this principle would be when a lecture breaks down complex geometry problems into segments rather than present them as a single solution. This helps learners learn at their own pace. Pre-training principle This principle suggests that people learn better from multimedia presentations when they are familiar with the names and idea of the core concepts.There is a better delegate of knowledge when the audience is trained on the components the presentation would use preceding a narrated animation. A good practice of this example is when explaining the phenomenon of global warming to children, it would work better when terminologies such as green theatre gases are explained and smaller concepts are strengthened before proceeding to the pre sentation. This will help the children integrate their built in concepts into understanding the main problem of global warming.It is not good practice to start with the landing field before providing the learners with an appropriate start up knowledge neither would it be a good idea to stop in the middle of the lecture to explain some terminology or a vague concept. Conclusion Multimedia enhances learning but for learning to be optimal, there should be effective use of animation, narration and on-screen test in multimedia presentations. Techniques to increase working memory by reducing cognitive load have been proposed by many theorists. These techniques improve instructional design, learning efficiency, and effectiveness. Richard E.Mayer and his cognitive Theory of Multimedia Learning has highlighted well-established principles of multimedia learning which the research continues to support, including (a) the multimedia principle, (b) the contiguity principle, (d) the modality pri nciple, (e) the redundancy principle, and (f) the coherence principle and (e) the personalization principle. These principles aid users to design effective multimedia presentations. References Clark, R. C. & Mayer, R. E. (2003). e- Learning and the science of instruction proved guidelines for consumers and designers of multimedia learning. San Francisco Jossey-Bass/Pfeiffer.