Month: February 2021

The multimedia learning object I have selected is an interactive video. This interactive video is effective in increasing the knowledge transfer on the topic of labor and delivery. The object is in line with multimedia principle which states that people learn better from words and pictures than from words alone (Mayer & Mayer, 2005). Pictures enhance knowledge transfer as they increase learner’s interactivity and promotes visual literacy skills. Visual literacy skills are effective in developing critical thinking skills and lifelong learning. Furthermore, this interactive video is in line with the spatial contiguity principle which asserts that people learn better when corresponding words and pictures are presented near rather than far from each other on the screen or page or in time. As presented in a video, each slide contains a subtopic and all the information therein without extending to the next slide. Related information follows each other without introducing extraneous materials as is with the coherence principle. Moreover, the video adheres to the feedback principle which states that people learn better from multimedia lessons when they receive explanative feedback on their performance (Mayer & Mayer, 2005). Indeed, the video embeds questions which allows students to attempt and give immediate feedback.

This interactive video is based on the dual coding theory which asserts that we take in information using the eyes and the ears. The ears take in sound/auditory stimuli and the eyes take in visual/images. According to the theory, the human brain has two short term memory channels: auditory and visual channels. These short-term memory channels first store the information before it is transmitted to the long-term channels. Taking too much information fills-up the short term memory channel and an individual can no longer take any other information. The video uses few words in a sentence to allow learner’s grasp the content easily without overwhelming the short-term memory channel. The dual coding theory further alludes that images and texts are taken in through a similar channel. This interactive video is in line with this assertion as the video does not mix images and text which would otherwise overwhelm the visual channel.

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Hello Simin,

I like how you have explained Embodiment principle whereby Dr. Ray included her image on the video which may distract learner’s attention. This assertion somewhat relates to the Dual Coding theory which states that human takes information using the eyes and the ears which takes images and auditory stimuli respectively. The fact that images and texts are taken in via the visual channel, our attention is easily distracted when the image of a speaker is included in the screen. I also like your explanation of coherence principle. Indeed, people cannot remember everything from a presentation, therefore, it is important to exclude extraneous materials during the presentation. I wonder if you could also include modality principle as one of the principle Dr. Ray failed to follow as she repeatedly mixed texts and images. The modality principle people learn better from graphics and narration rather than graphics and text.

Reference

Mayer, R., & Mayer, R. E. (Eds.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press.

Link: https://nathanyi.opened.ca/2021/01/31/talk-about-multimedia-learning/

Hello Sandra,

I like your argument that multimedia lesson plan allows instructors to know what they are going to teach and how they should teach. Indeed, multimedia lesson plan outlines the objective, goals, content, assessment for learners and the materials to be used in the lesson. While preparing for the lesson, instructors usually set timelines to guide the lesson and set goals to be achieved. I also like your mentioning of the feedback principle as one of the principles that relate to the videos embedded multiple-choice questions. The feedback principle states that individuals “learn better from multimedia lessons when they receive explanative feedback on their performance” (Mayer & Mayer, 2005). Therefore, prompt feedback from these questions would be positively influence the learning process. I wonder if you could include information on contents of a multimedia lesson plan as opposed to a normal lesson plan for traditional physical classroom session.

Reference

Mayer, R., & Mayer, R. E. (Eds.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press.

Link: https://sandracc.opened.ca/2021/02/07/week-4-h5p-video/

Hello Zihan,

Great post. I like how you have explained split attention principle which was one of the drawbacks in the Dr. Ray Pastore’s video. Split attention principle stipulates that individuals learn better when the words and pictures are physically and temporary integrated. Besides, I like how you have argued that instructors can use different principles such as split attention, spatial and temporary contiguity, redundancy and signaling principles to make pictures and text on one page. I wonder if you could also consider a different explanation for the redundancy principle. Redundancy principle states that individuals “learn better when the same information is not presented in more than one format” (Mayer & Mayer, 2005). Your explanation contradicts the principle as it suggests that Dr. Ray did not include both text and sound in the presentation. Overall, I enjoyed reading your post.

Reference

Mayer, R., & Mayer, R. E. (Eds.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press.

Link: https://butterfly.opened.ca/multimedia-learning-principles-blog-3-zihanbai/

Evaluation of a learning object is critical in assessing its suitability for a range of learning situations. SECTIONS model is the framework I will use in evaluating the H5P interactive video I created last week. SECTIONS stands for Students, Ease of use, Costs, Teaching functions, Interaction, Organizational issues, Networking and Security and privacy.

• Students – the video acknowledges students learn best from a combination of words and pictures. Here, the instructors explain the pictures used in the learning object.
• Ease of use – this H5P video is easy to use as learners click play button and to go through the lesson and can replay the video severally to grasp the content more clearly.
• Costs – the cost for designing, delivering and maintaining the interactive video is cheaper since instructor only needs an internet connection to create this learning object.
• Teaching functions – the video provides educational affordances where it highlights among other things, the goals, prior knowledge and content to be covered.
• Interactions – the video actively involves learners throughout the course as it possesses questions to the learner who then pause the video and answer the question before moving to see the answers.
• Organizational issues – many schools are integrating the use of interactive video lectures to support online education.
• Networking – the video does not provide opportunities to network as it majorly focusses on delivering content on Anatomy and Physiology of the human body.
• Security and Privacy – H5P is a secure and safe technology for students.

I chose the SECTIONS model to evaluate the H5P video as it evaluates the appropriateness of this technology and takes into consideration several factors such as cost, ease of use and teaching functions.

The H5P video relates to the multimedia principle which stipulates that people learn better when using words and pictures rather than words alone (Mayer & Mayer, 2005). Besides, the video relates to the modality principle where people learning best when using graphics and narration rather than graphic text.

References

Mayer, R., & Mayer, R. E. (Eds.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press.

Multimedia lesson plan is critical when using multimedia object in teaching. It summarizes the objective, goals, content, materials used in the lesson and assessment given to learners. Before going to learners, it is important to have timeline to guide the lesson. The design process of the multimedia lesson plan include definition, research, ideation, develop, improve and feedback on the content. The instructor begins by setting the goals and does research to establish what others in the field have already done. Thereafter, creating of own ideas comes into play and the instructor then make content for the lesson. When using the multimedia object, a lesson plan points out areas where the instructor has tripped up. Tripping up is mostly as a result of failure to engage learners which might occur when the content is too complex or easy to the audience. Analogously, multimedia lesson plan allows the instructor to achieve goals set forward in the beginning of the lesson. It highlights the goals, prior knowledge, structure, delivery and content to be covered.

On multimedia principle, the first principle that relate directly to videos with embedded multi-choice questions is the feedback principle. Feedback principle states that individuals learn better from multimedia lessons when one receives explanative feedback on their performance. It is worth noting that multimedia video that embed multiple-choice questions provide prompt feedback to learner once they try out the questions. In addition, prior knowledge principle relates to these videos that embed multiple choice questions. Prior knowledge allows learners to easily understand and synthesize new information. The learning process in such a case moves from known to unknown whereby learners use their previous knowledge to learn new things. In multimedia lesson, instructor recaps what has already been covered previously when introducing a new concept.

Dr. Ray failed to follow the Modality principle. This principle stipulates that individuals learn better from graphics and narration rather than from graphics and printed text. In topic two, we learned that humans take in information through the eyes and the ears. The dual code theory states that humans take in information using the auditory and visual channel. The visual channel takes in both images and printed texts while auditory channel takes in sounds/auditory stimuli (Mayer, 2005). Dr Ray failed on the principle as she repeatedly uses images and printed texts together in the same slide. Despite the fact that she has clearly inserted voice in this multimedia object, the inclusion of printed texts and images in the same slide overwhelms the visual channel which is forced to take in both printed texts and images. Split-attention principle is the principle which can be applied in PowerPoint presentation in face-to-face crass room setting. The instructor integrates pictures in the PowerPoint to his/her narration of the course content (Mayer, 2005). Multimedia principle is the principle that I have closely followed; I learn better from a combination of pictures and words. Personalization principle is a principle I have broken severally as I usually find it difficult to use conversational style in multimedia presentation and often end up using formal style.

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