prof. dr. liesbeth kesterdaeme101/didactiek 1 - learning technology.pdf• multimedia learning...

Learning technology

Prof. dr. Liesbeth Kester

Content

• Learning technology • Multimedia learning theory and instructional

design theory for multimedia learning • Design principles for effective multimedia

learning

Learning technology: definition

“the study of those principles and methods employed to achieve learning”

Kirschner, P. A., & Kester, L. (in press). A research agenda. A tale of two cities? In N. Rushby and D. Surry (Eds.), Wiley Handbook of Learning Technology.

Learning technology

vs. Technological artefacts

Technological artefacts

Technological artefacts

Learning technology and technological artefacts

Learning technology and technological artefacts

Learning technology and technological artefacts

Technological functions

have

Learning technology and technological artefacts

Technological functions

have

Educational functions

(may) have

Learning technology and technological artefacts

Technological functions

have

Educational functions

(may) have

grounds

Urban Myths about learning technology and technological artefacts • New technology is causing a revolution in education • Internet belongs in the classroom because it is part of the

personal world experience of children • Today’s digital natives are a new generation who want a new

style of education • The internet makes us dumber • Young people don’t read anymore • You learn nothing from games other than violence • You can help poor children to learn just by giving them access

to computers De Bruyckere, P., Kirschner, P. A., & Hulshof, C. D. (2015). Urban Myths about Learning and Education. Academic Press.

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New technology is causing a revolution in education

Blauw = eens; rood = oneens

You can help poor children to learn just by giving them access to computers

You learn nothing from games other than violence

The internet makes us dumber

Young people don’t read anymore

Today’s digital natives are a new generation who want a new style of education

Internet belongs in the classroom because it is part of the personal world experience of children

Learning technology: research

“how learners learn and how different forms of instruction can make that learning more effective, efficient and/or enjoyable”

Technological artefacts: research

Educational functions

have

“how the technological artefacts that the designer has at her/his disposal can be employed to support the design”

Effective Multimedia Learning

What is multimedia?

https://www.youtube.com/watch?v=BuFr393VWC4

Multimedia Environments

e.g., serious games

Multimedia Environments

e.g., hypermedia

Multimedia Environments

e.g., AR apps

Multimedia Environments

e.g., computer-based training

Urban myths about multimedia learning

• Multimedia (MM) material produces more learning • MM instruction is more motivating • MM instruction provides animated pedagogical agents that

aid learning • MM instruction accommodates different learning styles and

so maximizes learning for more students • MM instruction facilitates student-managed constructivist and

discovery approaches that are beneficial to learning

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Blauw = eens; rood = oneens

MM material produces more learning

MM instruction is more motivating

MM instruction provides animated pedagogical agents that aid learning

MM instruction accommodates different learning styles and so maximizes learning for more students

MM instruction facilitates student-managed constructivist and discovery approaches that are beneficial to learning

Urban myths about multimedia learning

• MM instruction provides students with autonomy and control over the sequencing of instruction

• MM instruction allows students the opportunity to practice critical and higher-order thinking

• MM instruction encourages incidental learning of enriched information

• MM instruction promotes interactivity • MM instruction permits students to experience an authentic

learning environments and activities

Clark, R. E. & Feldon, D. F. (2014). Ten common but questionable principles of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia

learning, second edition (pp.151-173). New York: Cambridge University Press.

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Blauw = eens; rood = oneens

MM instruction provides students with autonomy and control over the sequencing of instruction

MM instruction permits students to experience an authentic learning environments and activities

MM instruction promotes interactivity

MM instruction encourages incidental learning of enriched information

MM instruction allows students the opportunity to practice critical and higher-order thinking

Multimedia learning and instructional design theory

Design Instructional systems design

Message design Instructional strategies Learner characteristics

Development Print technologies

Audiovisual technologies Computer-based technologies

Integrated technologies

Multimedia learning and instructional design theory

• How do we process a multimedia message?

– Mayer’s Cognitive Theory of Multimedia Learning

Long-term memory

Sensory memory

Working memory

Words

Pictures

Input

Input

Words

Pictures

Verbal model

Pictorial model

Prior knowledge

Environment

Selecting words

Selecting pictures

Organizing words

Organizing pictures

Integrating

Listening

Reading

Watching

Mayer, 2014

Multimedia learning and instructional design theory

• How do you align instruction to the human cognitive architecture? – Sweller’s Cognitive Load Theory

Cognitive load theory (Paas & Sweller, 2014)

Working memory

Intrinsic load Extraneous or irrelevant load Germane or relevant load

Multimedia learning and instructional design theory

• How do you stimulate learning and self-

regulated learning in multimedia environments? – Van Merriënboer’s Four Component Instructional

Design Model

• Schema construction:

– Induction (learning tasks) – Elaboration (supportive information)

• Schema automation: – Knowledge compilation (procedural information) – Strenghtening (part-task practice)

Four Component Instructional Design (Van Merriënboer & Kirschner 2013)

Self-directed learning & Self-regulated learning Brand-Gruwel et al. (2014)

Design principles for effective multimedia learning

Van Merriënboer, J. J. G., & Kester, L. (2014). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), Cambridge Handbook of

Multimedia Learning. Cambridge: University Press.

Effectively processing Multimedia

Effectively processing Multimedia

Learning from Multimedia

Self-regulated learning with

Multimedia

Effectively processing Multimedia

Learning from Multimedia

Effectively processing Multimedia

Cognitive load theory Managing intrinsic load Decreasing irrelevant load

Effectively processing Multimedia

MM Material: The signaling principle

Managing intrinsic load [1]

Effectively processing Multimedia

MM Material: The signaling principle The segmentation principle

Managing intrinsic load [1]

http://ntracademie.nl/cursussen/cursuspagina/10-stappencursus-breien/stap/8.html

Effectively processing Multimedia

MM Material: The signaling principle The segmentation principle The self-pacing principle

Managing intrinsic load [1]

Effectively processing Multimedia

MM Material: The signaling principle The segmentation principle The self-pacing principle MM Environment: The physical-fidelity principle

Managing intrinsic load [2]

Effectively processing Multimedia

MM Material: The signaling principle The segmentation principle The self-pacing principle MM Environment: The physical-fidelity principle The training-wheels principle

Managing intrinsic load [2]

Effectively processing Multimedia

MM Material: The signaling principle The segmentation principle The self-pacing principle MM Environment: The physical-fidelity principle The training-wheels principle The sequencing principle

Managing intrinsic load [2]

Effectively processing Multimedia

MM Material: The signaling principle The segmentation principle The self-pacing principle MM Environment: The physical-fidelity principle The training-wheels principle The sequencing principle The completion-strategy principle

Managing intrinsic load [2]

Effectively processing Multimedia

MM Material: The signaling principle The segmentation principle The self-pacing principle MM Environment: The physical-fidelity principle The training-wheels principle The sequencing principle The completion-strategy principle The individualization principle

Managing intrinsic load [2]

Effectively processing Multimedia

MM Material: The signaling principle The segmentation principle The self-pacing principle MM Environment: The physical-fidelity principle The training-wheels principle The sequencing principle The completion-strategy principle The individualization principle The collaboration principle

Managing intrinsic load [2]

http://www.youtube.com/watch?v=Hrn_9z6t-bQ

Effectively processing Multimedia

MM Material: The spatial split-attention principle

Decreasing irrelevant load

http://www.youtube.com/watch?v=gxcAQMdacp0 http://www.schooltv.nl/video/onweer-hoe-onstaan-donder-en-bliksem/#q=bliksem

Effectively processing Multimedia

MM Material: The spatial split-attention principle The modality principle

Decreasing irrelevant load

Platentektoniek

Platentektoniek

Effectively processing Multimedia

MM Material: The spatial split-attention principle The modality principle The coherence principle

Decreasing irrelevant load

Figuur 1. Per dag gebruik je 48, 5 liter water om te douchen; 33,7 liter om de wc door te spoelen; 15,4 liter om je kleding te wassen; 6,1 liter om de vaten te wassen; 5,0 liter aan de wasbak; 2,8 liter om te badderen; 1,8 liter aan de gootsteen; 1, 4 liter om te koken en 5,3 liter water aan overig.

Effectively processing Multimedia

MM Material: The spatial split-attention principle The modality principle The coherence principle The redundancy principle

Decreasing irrelevant load

Learning from Multimedia Four component instructional design Schema construction Schema automation

Winterkoning

De winterkoning is een kleine vogel die vooral wordt gekenmerkt door de rechtopstaande houding van de staart. Het verenkleed is roodbruin en voorzien van talrijke donkere dwarsstreepjes. De zang van de winterkoning bestaat uit een reeks schetterende klanken met een triller en een hoge toon op het eind. De zang is erg luid en het gehele jaar te horen. De vogel bevindt zich meestal laag in het struikgewas of onder andere beschutting en is vrijwel voortdurend in beweging.

Winterkoning

De zang van de winterkoning bestaat uit een reeks schetterende klanken met een triller en een hoge toon op het eind. De zang is erg luid en het gehele jaar te horen. De vogel bevindt zich meestal laag in het struikgewas of onder andere beschutting en is vrijwel voortdurend in beweging.

Learning from Multimedia

MM Material: The multimedia principle

Enhancing schema construction

https://www.youtube.com/watch?v=kNPYwEerAk0

Learning from Multimedia

MM Material: The multimedia principle The dynamic visualization principle

Enhancing schema construction

https://www.youtube.com/watch?v=hhx11NNnPJM

Learning from Multimedia

MM Material: The multimedia principle The dynamic visualization principle MM Environment: The variability principle

Enhancing schema construction

https://www.youtube.com/watch?v=4B3ZcDm7i-g

Learning from Multimedia

MM Material: The multimedia principle The dynamic visualization principle MM Environment: The variability principle The prior-knowledge principle

Enhancing schema construction

Learning from Multimedia

MM Material: The multimedia principle The dynamic visualization principle MM Environment: The variability principle The prior-knowledge principle The self-explanation principle

Enhancing schema construction

http://www.youtube.com/watch?v=Koylq78LzoM

Learning from Multimedia

MM Material: The temporal split-attention principle

Enhancing schema automation

https://www.youtube.com/watch?v=Fko4WKyu6NY

Learning from Multimedia

MM Material: The temporal split-attention principle MM Environment: The component-fluency principle

Enhancing schema automation

Self-regulated learning with

Multimedia

Four component instructional design Self-regulated learning skill development

Self-regulated learning with

Multimedia

MM Environment: The development portfolio principle

Enhancing SDL/ SRL skill development

Self-regulated learning with

Multimedia

MM Environment: The development portfolio principle The second-order scaffolding principle

Enhancing SDL/ SRL skill development

To sum up …

To sum up …

To sum up …

Technological functions

have

To sum up …

Technological functions

have

Educational functions

(may) have

To sum up …

Technological functions

have

Educational functions

(may) have

grounds

Thank you for your attention

Contact: l.kester@uu.nl