Through this week of study and reading, we have learned the principles of reducing irrelevant processing in multimedia learning: the principles of coherence, signaling, redundancy, spatial continuity and temporal continuity. After that, we learned about three principles for managing essential processing: segmentation principle, pretraining principle, and modality principle. We learned from the reading material that using both text and images is more effective than providing text alone. Educators can adapt and use multimedia to enhance learning in many ways. Mayer (2005) shows an example of explaining bicycle pumps in a classic way to illustrate this point. Last but not least, the principles applied this week to our studies are very interesting. Is the use of screenshots to create multimedia content. Because my computer is a Mac, I use QuickTime to take screenshots. The picture below is a picture of me practicing using QuickTime screenshots during this week’s reading.
References
Cognitive Theory of Multimedia Learning. (2011). In ETEC510: Design Wiki. http://etec.ctlt.ubc.ca/510wiki/Cognitive_Theory_of_Multimedia_Learning
Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369
Interesting posts you have worked on. I like the personal insights. Try to incorporate some more multimedia using some of your new skills such as Canva, or screencasts embedding them into your posts. Have a nice weekend!
Hi Yiyang:
Thank You for providing a screencast that you created. It helps us to understand more about what is Segmenting Principle, Pretraining Principle and Modality Principle. I agree with the idea of teachers can applied more images during teaching, rather than text only. I believe more students’ attention can be captured in the class and learn better.
Andy