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Multimedia and Contiguity Principles project 1
Elizabeth Akosah
Multimedia
After viewing this instruction, the learner will be able to actively engage in Multimedia and Cognitive principles.
Multimedia What is MultimediaUpon completion of this module the learner will be able to
define multimedia.Multimedia is the principle of applying words and graphics
rather than words alone.(Clark, Meyer, 2008)
Do Visuals Make a Difference? Mayer describes potential benefits of multimedia. Since
humans possess visual and auditory information processing capabilities, we need to take advantage of both capabilities at once.
In addition, these two channels process information quite differently, so the combination of multiple media is useful in calling on the capabilities of both systems.
Meaningful connections between text and graphics potentially allow for deeper understanding and better mental models than from either alone.
Static illustrations Objective: The learner will be able to define Static
illustrations Static illustration◦ Stand-alone image◦ A picture or graphicStatic Illustration is a fixed picture or graphic
Example What does a static illustration do It is better to add graphic to words, and also use animation
or static illustration. The image at the bottom right is a graphic image but does not
teach us the lesson at hand. This is just a decorative piece of static or graphic illustration.
Good example of static illustration Visualization and Representation To your right is an example of a map that represent the state
of Georgia which is know for its Peaches, peanuts, yellow jacket, and the Georgia bull dogs.
Application Words and graphic are very important to learners who have
very little knowledge of the domain. The previous slide shows picture, text and information that
you can see and observe. The learner can focus on the
picture and text making cognitive relation possible.
Objective: The learner will define organizational graphics upon completion of this module.
Organizational graphics applies to pictures that shows hierarchy. The below picture shows a hierarchy of a family from the oldest to the youngest.
Objective: Upon completion the learner will be able to define relational principal of design
Relational design is a visual that summarize quantitative relationship. For example a bar graph or pie chart.
The pie chart below show 1/5 of the pie.
Objective: Upon completion of this module the learner will be able to define transformational design concepts.
Transformational design process changes in time or over space. An example of this will be the process of seed germination. See below picture. This picture shows how a tiny seed grows and transform.
Objective: The learner will be able to define the concept of Interpretive Design
Interpretive design are used to describe intangible structure that are not easily grasp. For example how data is
transformed and transmitted through the internet.
Let us recap what we have learned
Based on cognitive theory and research evidence we recommend that e-learning course include words and graphic, rather that words alone. By words we mean printed text, by graphic we mean static illustrations. (Clark, Meyer, 2008)
After viewing these materials the learner will be able to identify structures with text to determine if the material meets the criteria’s definition.
Quiz timeAccording to the what we have learned what type of
media described the graphic that we see in this picture.Organizational Transformational InterpretiveRelational
See next slide for answer
Answer According to the what we have learned what type of media
described the graphic that we see in this picture. Organizational Transformational (correct answer) Interpretive Relational
Quiz What type of graphic principle is applied to this image if you
were in a science class. Organizational Transformational Decorative Relational
See next slide for answer
Answer What type of graphic principle is applied to this image if you
were in a science class. Organizational Transformational Decorative (correct answer)
Relational
Let us recap what Multimedia is one more time
Multimedia is the principle of applying words and graphics rather than words alone.(Clark, Meyer, 2008).
Contiguity Principle
What is Contiguity?
Objective The learner will be able to identify contiguity principles
through examples upon completion of this exercise Let’s move on
Definition
Contiguity is the aligning of words to corresponding graphics
Contiguity principle 1Coordinate printed words and graphic
Let’s look at these examples• This is a poor example: The rate of accidental deaths has increased over the years
• This is a good example
• The rate of accidental deaths has increased over the past four years
ProximityWhat’s the difference?
In the first picture the descriptions were there but it appeared to be decorative items.
In the second picture comments were used in proximity to the items the lesson is related to. The direction were on the screen instead of the learners guessing the years.
Principle 2Synchronize spoken words with corresponding graphics
Overwhelming the learner
Principle 2 talks about spoken words with corresponding graphics. This keeps the reader focused and not overwhelmed.
When a lesson separates corresponding words and graphic the learning cycle is broken and the reader focuses on the button to push rather than contents that is being taught.
Let’s look at the next slide for an example.
Integrated vs. Separate text
• Text separate from graphics Text integrated into graphics
Facts
• Contiguity reduces load on working memory and thus increases learning.
• Active learning involves constructing and connecting visual and verbal representations of material.
Audio /Visual
Do not place text on a page with video and expect the reader to align the material contiguity .
When the graphic is a video showing steps to perform a task the narration describing each step should be presented at the time as the action on the screen.
Why?
• We do not know how the learner interpret the conversation of words.
• We do not know the extent of detail processing the material.
• How the learner processed characteristics of the voice or tone of the material.
Let us recap what we have learned.Always remember to
Place printed words with graphics. Why? Graphics facilitate active learning. Words alone may cause shallow learning.
Synchronize spoken words with corresponding graphics. Why? This will keep the learner focused at the task at hand without wondering
Audio /Visual. Why? We don’t know how the learner processed characteristics of the voice or tone of the material.
References:
• Clark, R C., & Meyer, R.E. (2008) e-learning and the Science of Instruction. Second Edition. John Wiley and Sons Inc.
• Microsoft Clip Art, 2008.• Images.google.com.• Original works: Elizabeth Akosah