Learning Effects

Jason Counsel

Ed 6615

Overview

Our beliefs Questionable principles of multimedia

learning 10 tenets for teachers of adding pictures-

to-text in multimedia

Our Beliefs

Question:

What were your reasons for enrolling in the I.T. Masters of Ed. program?

Our Beliefs

Question:

Has reading about any of the principles in Clark's article changed your mind?

Our Beliefs

Question:

What has been the justification you have provided (for yourself or to others) for using web-based learning in your classrooms? • Does our optimism toward using multimedia

impair our judgement?

Common Misconceptions

Select the right technology Get the desired learning effects

(Questionable) Principle #1:

Multimedia Instruction Produces More Learning than “Live” Instruction or

Older Media.

True or False? Always ask: What does the research say?

Questions to think about

Do you believe there may come a time when multimedia learning could have superior 'learning effects' compared to face-to-face learning? • If you believe it could, what would that

multimedia learning experience be like? How far away do you believe we are?

• If you believe media has no effect on learning, then why continue to evolve educative technology?

…more on this later!

(Questionable) Principle #2

Multimedia Instruction Is More Motivating than Traditional

Instructional Media or Live Instructors

True or False? Always ask: What does the research say?

Question

How many people thought they would be more motivated to learn through multimedia?

• ... because it ‘suited your learning style’?

• … because you would have more instructor contact?

• … any other reasons?

Have you learned more in online classes than in classroom experiences? Why?

Question

What advice would you offer students who are about to start doing distance education courses based on the 'questionable' principles or the meta-analysis?

Questionable principles - Conclusion

Choose multimedia for the right reasons and base your reasons on sound research.

It is all of our responsibility as professionals to stay informed of the latest issues and trends; but don't jump on the 'next-best-thing' bandwagon without first looking for proof of the learning effects.

The 10 Tenets

Guidelines for adding pictures-to-text in

educational multimedia

Pictures-in-Text

Pictures help students who are reading to learn (also listening to learn… more on that later)

Pictures serve 5 purposes in text:

Decorational

Aren’t they pretty!

Representational

Pillow lava is a common eruptive product of submarine volcanoes.

http://en.wikipedia.org/wiki/Volcano

Organizational

Learning Effects

Our Beliefs

Questionable Principles

Guidelines formaximizing

student learning

PresentationOverview,Jason CounselMarch 5, 2007Ed 6615(better spoken)

Interpretational

Transformational

Jason and Elizabeth teach on the coast of Labrador. Jason enjoys basketball in his spare time, while Elizabeth enjoys her art projects. They enjoy a little time on the water whenever they can find it (the time and the water)

Transformational

Media Effects?

Note that none of the purposes associated with pictures in text are

medium specific - so Clark's assertions still hold true.

Question

How many people have transformational pictures planned for their prototype? Organizational? Representational? Interpretational? and dare I ask, Decorational?

Bonus - which type of picture produced the greatest learning effects according to Carney and Levin’s research?

The 10 tenets of using pictures-in-text for teachers

1. Select pictures that overlap with text content. Learning benefits occur when pictures and text provide congruent, or supporting, information.

2. Easy-to-follow texts that are highly concrete and engaging will not need pictures

3. Prerequisite basic reading skills are required 4. Choose pictures with an eye toward the desired

functions (representational, organizational, interpretational, transformational).

5. In general, the more complex the text, the more likely that pictures are helpful

The 10 Tenets (cont…)

6. For maximum learning benefits, direct students to do something with the picture that yields a controllable product

7. Computer software that uses integrated or pop-up displays may be more effective than those using split displays in which the picture and text appear in separated locations on the screen.

8. Consider students’ individual learning styles. 9. Pictures in texts may not always be perfect or

achieve the desired learning outcome10. Consider the use of transformational pictures as

pictorial adjunct aids to text.

4 Effects a multimedia effect --> add pictures to

words a coherence effect --> exclude extraneous

material a spatial contiguity effect --> keep

corresponding words close to the pictures, and be careful not to overload working memory

a personalization effect --> use a conversational style

Important Points

A basic requirement in multimedia learning situations is that learners be able to hold corresponding visual and verbal representations in working memory at the same time. Instructional methods that enable this condition are likely to be effective across media environments.

Media environments do not cause learning, cognitive processing by the learner causes learning.

Question

With 10 tenets, 7 C's, and 4 effects, how do we keep it all straight? Where should we focus our attention and efforts in order to be successful?

Question

Based on anything you've read, is there another tenet or effect that you think teachers/instructional designers should keep in mind? Hint: think SSF model

Question

What are the differences and similarities between the cognitive model for multimedia learning shared in Mayer and the model presented in Mann's 'Evolution' article?

ReferencesBernard, R.M., Lou, Y., & Abrami, P.C. (2002). Comparing distance

education and traditional instruction: An "In-progress" meta-analysis of the empirical literature. Concordia University website.

Carney, R., & Levin, J. (2002). Pictorial illustrations still improve students’ learning from text. Educational Psychology Review, 14(1).

Clark, R.E. & Feldon, D.F. (2005). Five common but questionable principles of multimedia learning. In Mayer, R. (Ed.) Cambridge Handbook of Multimedia Learning. (pp 1-23). Cambridge: Cambridge University Press.

Mann, B.L. (2007). The evolution of multimedia sound, Computers and Education: An International Journal, 48,(4).

Mayer, R. (2003). The promise of multimedia learning: using the same instructional design methods across different media, Learning and Instruction 13 125–139.

See http://www.k12.nf.ca/williamgillett/index.php/MUN6615/ for more

information