Multimedia learning proposes Essay

mul clock epochdia system system jibeing proposes ways of going beyond the pure vocal messages which have been employ in lectures and printed lessons for hundreds of years. Multimedia training as Thomas Edison predicted has proved to be an effective method of t separatelying, has revolutionized our educational system and has supplanted the consumption of textbooks. Multimedia nonifications ar known to dish apprentices. The newly developed multimedia technologies which represent simultaneous presentations of news report, images and text make the possibilities for breeding vast.Yet how should educators p device these technologies to ensure that at that place is optimal visualizeing? The answer is that the multimedia messages should be foundinged in the beaver way using the eight rulers for multimedia role as a guideline. backc trooph to the multimedia dogmas Mayer is known for his research in the field of cognitive speculation. fit in to Mayer, a multimedi a informational message is a presentation which involves linguistic carry through (such as speak or written text) and pictures (such as livelihood, video, illustrations, and photographs) in which the goal is to promote learning.Mayer links cognitive learning theory to multimedia design issues, validating three theory-based speculations much than or less how participation learn from run-in and pictures the (1) soprano concern assumption which is based upon the theory that pictures be seen by eyes and atomic number 18 croped as pictorial representations in the ocular-pictorial channel. Spoken spoken language on the new(prenominal) hand enter through ears and be processed in the early(a)wise channel of human cognition, the audile-verbal channel. (2) Limited potentiality assumption is demonstrated by auditory- verbal overload.Beca determination each channel in the human cognitive system has a expressage capacitance for holding and manipulating knowledge, prese nting too many visuals and a lot of sounds at the like time ca affairs the auditory-visual channel to puzzle overloaded. And the (3) Active touch on assumption implies that optimal learning occurs when learners hire in active processing at heart the channels which imply relevant words and pictures organized into coherent pictorial and verbal models and integrated with each other and other knowledge.The discovery of the eight article of beliefs of multimedia design was a result of Mayers research. each(prenominal) doctrine was based on the cognitive theory and was supported by the conclusion of the research. The multimedia rationales discussed with healthy and rugged rule exemplifications These eight rationales are explained as follows in more detail, along with their applications. Multimedia linguistic rule This principle states that carefully and selectively elect words and pictures enhance a learners judgment of an explanation die than words alone.Mayer tell s us that deeper understanding occurs because students genially connect pictorial and verbal representations of the explanation. A study was conducted in which students viewed a narrated liveliness about pumps or brakes or simply listened to a muniment the students who viewed the narrated sustenance s onusd substantially higher. There are legion(predicate) modelings of the multimedia principle. Desktop publishing programs and the informative capabilities of Microsoft Word and PowerPoint adding pictures to a multimedia presentation has become relatively easy.A good practice practice session would be to use an life story of how an earthquake occurs to support the textual and/or verbal description when the frictional stress of gliding plate boundaries goes beyond a certain value and causes a failure at a brand line, which results in a violent hoo-hah of the Earths crust. At this point, rubbery strain energy is released causing live waves to be radiated, leading to an earth quake. The goal of this principle is dress hat achieved when graphics use are meaningful and illustrative in juxtaposition with text.Images which convey meaning, non simply multitudes of pasture art images with no instructional purpose. It would be bad practice heaps of pictures which show up destructions ca employ by earthquakes are used when explaining how earthquakes occur. It would rattling be a hindrance in the process of learning as it would take focus off the question and sort of bring the costs of the earthquake into discussion. A good use of this principle would be when pictures and animations are used for presenting instructional substance where at that place are used as lesson interfaces and not for any decorative purpose.contiguousness rule The adjacency principle examines how words and pictures should be incorporated in multimedia presentations. This principle states that there is more effective learning when the narration and animation are presented simul taneously rather than successively. Also, words and associative pictures should be close each other and presented at the same time so that when the narration or words attracts a particular process or action, the animation or picture shows it at the same time.A good practice suit of the contiguity principle would be show a car assembly modus operandi where narration and video are presented simultaneously. Students would learn discover when the two things are coordinated than otherwise. It would be bad practice if the finished textual description or narration of the car assembly procedure which has 23 stages is presented first, prior to the animation or when the animation is played prior to the verbal description. A good thinking is to display the narration and animation in close time proximity so that when words describe the action, the visual depicts the same action at the same time.This go out make it more likely for the learner to build noetic connections linking the verb al and visual representations. Modality Principle This principle states that students learn more deep and effectively when words are presented as narration rather than on-screen text. Using animation and text is a method roughly the great unwashed use when designing PowerPoint presentations. According to Mayer when two pictures and words are used are displayed in multimedia, only the visual channel is utilized and it easily becomes overloaded.A good idea therefore is to use both processing channels the visual/pictorial channel and the auditory/verbal channel. When the narration presented is auditory, it is processed by the auditory channel allowing the visual channel the resources to process the graphical content without it becoming overloaded. A good practice example of this principle would be to present an animation of how a bicycle tire pump whole kit and caboodle together with the narration of the explanation. Presenting almost randomness in visual mode and some(a) in audi tory mode volition expand running(a) memory capacity and reduce excessive cognitive load.It would not be a good idea to play the narration after or before the animation. Redundancy Principle This principle states that students learn far better from multimedia presentations consisting of animation and narration than from animation, narration, and text. The redundancy principle rejects the idea of presenting duplicate instructions in different forms. Unless it is necessary, presenting the same schooling both in narration and on-screen text hinders the process of learning rather than facilitating it.Some people think presenting the same information in multiple forms is safe and at best advantageous. However we must understand the architecture of human cognition. When dealing with new and practiced instruction, working memory is very limited and presenting the same information in narration and on-screen text will mean that not all information will be processed. A good practice of this principle would be when a reader uses presentations to relieve his lectures. He can narrate the instructions while his presentations present animation and pictures.It would not be good practice if the lecturer has text heavy-slides and yet continues to enterprise to allege the attention of the consultation. This redundancy causes the learners or audience to become wrapped up in either the verbal presentation or the textual literal and miss the other. nonetheless worse the learner may make up ones mind to not pay attention at all when he is being bombarded with so much information. Coherence Principle This principle states that students learn better from multimedia presentations when contrasted material is excluded rather than integrated.Irrelevant words and pictures, interesting simply irrelevant sounds and supernumerary words huts the students learning process. Learners throughout the multimedia presentation try to make sense of the material by building a coherent m ental representation and any irrelevant information that comes out of nowhere is likely to amaze the process. A good practice example of this principle would be that when discussing the issue of widespread humans display of affection and whether there should be laws imposed against it.It would be a good idea to stick to the topic and present points for or against the argument and the bear on a conclusion. If however a person is tempted to spice up the presentation, it would be bad practice. Including dramatic stories of politicians engaged in the art of public affection and video garbs where couples are seen showing affection in public would be highly entertaining only off topic and the audience cogency get upset if they do not make out anything from the four moment long presentation.It would also not be a good idea to include any other non instructional material such as unrelated clip arts, background music, sound clips or minute textual descriptions. Personalization Prin ciple The personalization principle states that students learn better when words are presented in a conversational style than in a formal or expository style. Students or audience responds better when a more personalized tone is used in narration. A good example of this principle is when explaining how a human respiratory system works, there is a use of your instead of the.For example instead of apothegm During inhaling the diaphragm move dash off creating more space for the lungs we say When you inhale, your diaphragm moves kill creating more space for your lungs. Also when addressing confederacy issues using multimedia presentations it is always a good idea to use your community rather than the community. It will care the learners see that it is his community that has issue and not some other community and will provoke him to take action or become a responsible fraction of the community. Segmenting principle This principle states that lessons should be divided into manage able segments.When an unfamiliar learner is introduced to a continuous presentation with a lot of inter related concepts which are compound it is easy for the cognitive system to become overloaded. A good practice of this principle would be when a lecture breaks down complex geometry problems into segments rather than present them as a single solution. This divine services learners learn at their own pace. Pre-training principle This principle suggests that people learn better from multimedia presentations when they are familiar with the names and idea of the core concepts.There is a better change over of knowledge when the audience is trained on the components the presentation would use preceding a narrated animation. A good practice of this example is when explaining the phenomenon of global warming to children, it would work better when terminologies such as green family unit gases are explained and smaller concepts are build before proceeding to the presentation. This will help the children integrate their built in concepts into understanding the main problem of global warming.It is not good practice to start with the content before providing the learners with an appropriate start up knowledge neither would it be a good idea to stop in the middle of the lecture to explain some terminology or a secluded concept. Conclusion Multimedia enhances learning but for learning to be optimal, there should be effective use of animation, narration and on-screen outpouring in multimedia presentations. Techniques to increase working memory by reducing cognitive load have been proposed by many theorists. These techniques improve instructional design, learning efficiency, and effectiveness. Richard E.Mayer and his cognitive Theory of Multimedia Learning has highlighted well-established principles of multimedia learning which the research continues to support, including (a) the multimedia principle, (b) the contiguity principle, (d) the modality principle, (e) the r edundancy principle, and (f) the coherence principle and (e) the personalization principle. These principles aid users to design effective multimedia presentations. References Clark, R. C. & Mayer, R. E. (2003). e- Learning and the science of instruction Proven guidelines for consumers and designers of multimedia learning. San Francisco Jossey-Bass/Pfeiffer.