Cognitive theory of multimedia learning, krista greear, csun 2017
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Cognitive theory of multimedia learning, krista greear, csun 2017
- 1. Krista Greear Assistant Director Disability Resources for Students greeark@uw.edu Cognitive Theory of Multimedia Learning
- 2. > Been in industry since 2007 > Working on Masters since 2014 Backstory
- 3. Agenda > Theory > Reaction > Analysis > So what?
- 4. Cognitive Theory of Multimedia Learning > Hypothesis: learning by pictures and words is better than words alone > How to maximize learning when using pictures and words
- 5. Words > Printed text > Spoken text
- 6. Pictures
- 7. Cognitive Theory of Multimedia Learning
- 8. Cognitive Theory of Multimedia Learning
- 9. Why So Interesting? > Convert textbooks and documents into accessible formats > Convert videos into accessible formats > Work with websites as needed
- 10. All I do is work with multimedia!
- 11. (1) Dual-channel > a channel for processing visual/pictorial (pictures) > a separate channel for processing auditory/verbal (words)… – Baddeley’s theory of working memory – Paivio’s dual coding theory
- 12. (2) Limited capacity > …each channel has a limited capacity and… – Sweller’s cognitive load theory
- 13. (3) Active-processing > …active learning occurs when learner engages in cognitive processing (Moreno & Mayer, 2002). – Cognitive theory
- 15. (1) Dual-channel > a channel for processing visual/pictorial (pictures) > a separate channel for processing auditory/verbal (words)…
- 16. Concerns > Assumes that both channels work similarly across all humans – Blind? Deaf? Auditory processing disorders? Deaf-Blind? Traumatic brain injuries? Learning disabilities? > What about tactile? Where’s that “channel”?
- 17. (2) Limited capacity > …each channel has a limited capacity and…
- 18. Likes > Emphasizes cognitive load theory
- 19. Concerns > Does not account for differences in capacity in two channels – Blind humans often listen to content 2-3 times faster than non-blind humans
- 20. (3) Active-processing > …active learning occurs when learner engages in cognitive processing (Moreno & Mayer, 2002).
- 22. General Concerns > Individual differences – Although human brains all share the same basic recognition architecture and recognize things in roughly the same way, our recognition networks come in many shapes, sizes, and patterns. In anatomy, connectivity, physiology, and chemistry, each of us has a brain that is slightly different from everyone else’s. (Rose & Meyer, 2002, p. 17).
- 24. Coherence Principle > Use simpler visuals to promote understanding > Avoid irrelevant graphics, stories, and lengthy text > Avoid irrelevant videos, animations, music, stories, and lengthy narrations
- 25. Contiguity Principle > Integrate text nearby the graphic on the screen > Avoid covering or separating information that must be integrated for learning > Allow learners to play an animation before or after reviewing a text description
- 26. Segmentation Principle > Break content down into small topic chunks that can be accessed at the learner’s preferred rate (using a continue or next button) > Use a continue and replay button on animations that are segmented into short logical stopping points
- 27. Multimedia Principle > Use relevant graphics and text to communicate content > Use explanatory visuals that show relationships among content topics to build deeper understanding
- 28. Redundancy Principle > Do not present words as both onscreen text and narration when there are graphics on the screen
- 29. Implications
- 30. Universal Design for Learning > accommodate the widest spectrum of users without individual adaptation or specialized design (Rose & Meyer, 2002) > addressing the divergent needs of special populations increase[s] usability for everyone (p. 71)
- 31. Intellectual Crisis > CTML (theory) vs UDL (framework) > Instructional Design vs Disability Services > Research vs reality
Notes de l'éditeur
- Krista
- Multimedia is presented; words and pictures. Your senses take in this information through ears and eyes. It then chooses which words/pictures to move forward into working memory. Throughout this, there is color differentiating that words are part of the auditory/verbal channel. Pictures are part of the visual/pictorial channel.
- Selected words and images are processed in working memory. There seems to be this interplay where this information is processed and then it gets converted into long-term memory.
- Krista
- Baddeley’s (1986) theory of working memory and Paivio’s (1986; Clark and Paivio, 1991) dual coding theory.
- limited capacity assumption is based on cognitive load theory (Sweller, 1988,1994) and states that each subsystem of working memory has a limited capacity.
- active processing assumption which suggests that people construct knowledge in meaningful ways when they pay attention to the relevant material, organize it into a coherent mental structure, and integrate it with their prior knowledge (Mayer, 1996, 1999).
- Baddeley’s (1986) theory of working memory and Paivio’s (1986; Clark and Paivio, 1991) dual coding theory.
- limited capacity assumption is based on cognitive load theory (Sweller, 1988,1994) and states that each subsystem of working memory has a limited capacity.
- Limitations as to how much information that the human brain can take. Even now, as I talk, you are both taking in the words, visuals and are grappling with it in your working memory, and organizing it in a way that it can be committed to long term memory. If I put too many words on the slide, little sticks. If I put too many pictures, it’s a lot of information to process. If I put lots of words and pictures, it’s no good. Overload information and processing demands.
- Feels like both channels are equally weighted in CTML when in reality they may not be.
- the ability of the brain to form and reorganize synaptic connections, especially in response to learning or experience or following injury.
- Why do we try to make theories and recommendations that are general across everyone? What other options do we have?
- Good. Direct connection to cognitive load theory
- How is #1 applicable to BVI? How does this work when a screen reader user interacts with ONE element in the digital environment at a time? #3 Is the animation accessible to blind and/or deaf?
- Again, not helpful if the information within the animation isn’t available
- Are graphics really helpful? What about tactile graphics? Are tactile graphics still considered to be in the pictorial channel?
- Umm… captioning anyone!?!?
- Collision between Educational Technology and Accessibility
- How does all of this fit
- Feel like that because these ideas were perhaps created in an industry-specific vacuum, there is this intellectual tension. Research that seems to exclude people with disabilities VS a framework that is not a theory that may not hold as much “weight” in academia curriculum
- We, as an industry, need to not be separated or excluded from other industries. There needs to be more cross collaboration, cross discipline research. Instructional design Marketing Neuroplasticity User Experience