My Concept about Life has a New Dimension
The
multimedia concept is based on a common denominator in the field of computers:
items can be brought together from the field of videography, audiography,
scriptography, and synthesis image which, after abandoning their atomic
structure to be converted into the smallest computer unit of image synthesis -
the bit – are reorganized into a new
entity incorporating characteristics of its initial components but
progressively tending to assert itself as a medium with its own personality and
specific characteristics.
As
educators, we owe a lot to Richard Mayer for applying the science of learning
to education, with current projects on multimedia learning, computer-supported
learning, and computer games for learning. His research is at the intersection
of cognition, instruction, and technology, with a focus on how to help people
learn in ways so they can transfer what they have learned to new situations.
After my literature review and reading multiple documents and papers on the
topic of multimedia, I have a new understanding of the concepts. According to Dr.
Mayer, the Cognitive Theory of Multimedia Learning (CTML) is based on three
assumptions:
Dual Coding Theory. The first assumption is the unproven but somewhat accepted
theory that we process visual and verbal information differently and in two
separate channels. Known as Paivio’s (1991) Dual Coding Theory, it states that
we process and internally represent visual information in a different way than
verbal communication.
Limited Capacity. The second assumption is that due to the capacity of
working memory, we can only process a limited amount of information on each
channel at one time.
Active Processing. The final assumption is that to make something meaningful;
people actively process information by paying attention and organizing and
integrating the data.
The
implications of this theory would definitely help me design better eLearning
courses. In many ways, it brings me back
to the basics of good instructional design.
• If the learner is processing a limited
portion of a multimedia message due to the limited capacity of working memory,
then be sure you have the learner’s full attention.
• If the learner is selecting a limited
portion of the audio and visual message, be sure to emphasize and concentrate
on what is most important.
• If the learner is organizing and
structuring knowledge to build a coherent model, then present the multimedia
message in a transferable structure (for example, comparing the characteristics
of two concepts is a comparison structure that can help build accurate mental
models).
• If the learner must integrate a verbal
model and a pictorial model, then ensure the multimedia elements are
well-synchronized to promote integration.
Putting
this together, one can assume that instructional designers must take care to
integrate text, graphics, and narration in order to help the learner learn the
way humans learn. But, there can be differences between the subject matter
being taught in the effectiveness of different forms of multimedia. While the
Ögren, etal (2017) study showed students who are first presented with graphs in
learning mathematics would typically focus on the map rather than the
instructions to a problem, Clark and Mayer (2016) could be interpreted that
integrating instructions with the graphs could improve the performance in
learning complex mathematics.
The
perspective based on which it is intended to define and stabilize multimedia
incorporates new procedures and their insertion into new communications’
strategies, namely in two situations which had been missing thus far from the
theory and practice everyday to traditional media: the interface and
interactivity, which lend a media angle to the relationship which man
establishes with a given multimedia application off or online.
Computer
technologies form the basis for sustaining the process whereby multimedia
applications are created. The growing capacity of processing alongside the
flexibility and ergonomy of those tools which allow the construction of
products integrating good quality video, three-dimensional images, sound and
texts, have afforded the creation of applications in all fields of knowledge.
Knowing how to devise multimedia products is a vital aspect when carrying out
an in-depth analysis of communications’ models and strategies which have arisen
out of the new information society. The pre-requisite for working in the
multimedia area derive– at a personal level– from a range of experiences in
television, journalism, cinema and radio. However, the sine qua non condition
for a broad range of know-how to bear multimedia fruit, is the basic recycling
of mental models and working procedures. The younger generation can acquire
skills in this field from an early age; skills which they will have to
complement with knowledge of those media which preceded this communications’
model at a later stage.
References
Clark, R. C., & Mayer, R. E. (2016). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. (4th ed.). Hoboken, NJ.: John Wiley & Sons, Inc.
Clark, J. M. & Paivio, A. (1991). Dual coding theory and
education. Educational Psychology Review, 3(3), 149-170.
Mayer, R. E. (2019). Computer games in education. Annual Review of Psychology, 70, 531-549.
Mayer, R. E., Wells, A.,
Parong, J., & Howarth, J. (2019). Learner control of the pacing of an
online slideshow: Does segmenting help? Applied Cognitive
Psychology, 33, 930-935.
Ögren, M., Nyström, M., & Jarodzka, H. (2017). There’s more to
the multimedia effect than meets the eye: is seeing pictures believing? Instructional Science, 45(2), 263– 287
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