Author: leahli

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.

Reference

It is important to learn learning theories in class as they describe how we understand information. Dual coding theory takes into account that we take in information using our eyes and ears. The eyes take in the visuals/images while the ears take in sounds/auditory stimuli. The theory postulates that the brain has two short term memory channels: visual and auditory channels. Information is first stored in these short-term channels before it can be transmitted to the long-term channels. When taking too much information, the short-term channels fill-up and an individual cannot take in more information. Nonetheless, when the brain is able to make a connection between the visuals it is being fed and the sounds it is hearing, one is able to understand and recall the information later. With this in mind, the dual coding theory has changed the way I create power point presentation. Based on the redundancy principle, I can now use either images or texts on one slide and not both the image and long sentences coupled with an audio explanation. This perspective is based on the fact that texts are taken in through the visual channel and mixing texts, images and audios in the same slide overwhelms the visual channels and interferes with comprehension. Based on the coherence and personalization principles of dual coding theory, I can now eliminate unnecessary stimuli from the slides and using personal tone that includes the use of “I”, “you” and “we” to set an informal conversation with learners.

One thing that I hope to get out of this class is the skills of creating prototype interactive multimedia learning objects. The introduction to interactive multimedia learning object in this week’s readings was intriguing and made me develop an interest in knowing how to create interactive multimedia learning objects which may include info-graphics, screen-casts, virtual reality tours and presentation slides. However, I am unsure of assignment 4 which is a group project. Are we required to meet physically to plan as a group or we can do everything online? That aside, the example of Rich’s son playing a web-based game is a perfect example of an interactive multimedia learning object which integrates elements of graphic design and information technology in learning. Virtual reality tour is an interactive multimedia learning object that was impactful in my learning experience. It enhanced the learning process and engagement in a certain course I took in first year of campus. The professor created a virtual world to explain a phenomenon to its entirety. In a certain language class, the instructor liked using flip charts to explain course concepts; I found the use of flip charts interactive as the instructor was able to explain concepts using images. In previous classes, I have participated in group presentations using power point slides; this has equipped me with skills of creating interactive slides. From this week’s videos and reading, I have learned that multimedia learning objects allows learners to interact with the course content and increases comprehension.