Learning Science and Mathematics Knowledge using Multimedia Presentation of Information

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Presentation transcript:

Learning Science and Mathematics Knowledge using Multimedia Presentation of Information

Summary of Topic: In deaf education and teacher preparation, we use multimedia. Basic principles of effective multimedia use exist. They are built on grounded theory and extensive, quantitative research outcomes. We do not know how these principles apply to: Learners who are Deaf or Hard of Hearing. College students in teacher preparation programs.

Coherence Principle: Learning is improved when interesting but irrelevant words and pictures are excluded from a multimedia presentation. (Mayer, Multi-media Learning: Second Edition, 2009)

Coherence Principle: Learning is improved when interesting but irrelevant words and pictures are excluded from a multimedia presentation. (Mayer, Multi-media Learning: Second Edition, 2009)

Spatial Contiguity Principle: Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen. (Mayer, Multi-media Learning: Second Edition, 2009)

Problem: We use multimedia but do not know whether we are increasing or reducing learning. We do not know whether research supports our current course delivery practices, especially in online classes. We do not know whether previous research will be supported when applied to Deaf or hard of hearing learners.

Relevant Literature: Deibold T.J. & Waldron (1988) Dowaliby, F. & Lang, H. (1999). Adjunct aids in instructional prose: A multimedia study with deaf college students. JDSDE, 4, Lang, H. (2005) Best Practices Science Education for Deaf Students (written for Obj. 2 of the PT3 grant. Lang, H. & Steely D. (2003) Web-based science instruction for deaf students: What research says to the teacher. Instructional Science, 31, Mayer, R.E. (2009) Multi-media Learning (2nd Ed). NY: Cambridge University Press.

Initial Study Proposal: Identify materials used to teach mathematics and science to students who are deaf or hard of hearing, including: Materials used in inclusion settings, and Materials designed specifically for use by students who are deaf or hard of hearing.

Initial Study Proposal: Identify materials used to teach students in deaf education teacher preparation programs: Materials used in on campus courses, and Materials used in online, distance courses.

Initial Study Proposal: Analyze how these materials: Incorporate Mayer’s multimedia learning principles. Differ from Mayer’s multimedia learning principles. Raise questions about effective multimedia for learners who are deaf or hard of hearing.

Potential Learning: Possible topics for research in multimedia design for individuals who are deaf or hard of hearing. Ways to support college student learning using multimedia in a way that enhances learning. Rubrics for designing materials, to be used for collaboration among research partners.

Opportunities for Grants: IES: National Center for Special Education Other opportunities:

Discussion