Presentation of Chapters 3 & 4 e-Learning and the Science of Instruction Applying the Multimedia Principle (chapt. 3) Applying the Contiguity Principle.

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Presentation of Chapters 3 & 4 e-Learning and the Science of Instruction Applying the Multimedia Principle (chapt. 3) Applying the Contiguity Principle (chapt. 4) October 120, 2005 Professor Paul Kim By Piya Sorcar

Chapter 3: Multimedia Principle Instructional Value of Multimedia – Is it effective?  Cognitive theory suggests using both text and graphics for effective learning –  Creates mental connections between pictorial and verbal representations  Process of active sense-making  Multimedia  Presentation of materials which include both words and pictures  Forms of pictures that can be used to assist “active” learning  Static Illustrations  Drawings  Charts  Graphs  Photos  Dynamic Graphics  Animation  Video

Chapter 4: Contiguity Principle Integrated or Separate text and graphics?  Violations of contiguity principle  Visuals and explanatory text are separated  Alternative is to use screen displays when it is integral to see text and graphics side by side.  Feedback is displayed on separate screen from practice or question  Problem can be fixed by using multimedia on same medium  Links leading to an onscreen reference appear in another browser  Solution is to create a window which does not cover the entire screen and can be minimized  Directions to complete practice exercises appear on separate screen from application  Fix Problem by putting step-by-step directions in a box

Chapter 4: Contiguity Principle Psychological Reasons for the Contiguity Principle  Violations of contiguity principle  Humans learn by being sense-makers who try to create a meaningful connection between words and picture  When words and pictures are not interlinked, people must use previous knowledge to organize and integrate the material together  When words and pictures are used with one another, people can transfer them into their “working memory” – this process leads to meaningful learning  When the learner has to integrate text and pictures by themselves – their working memory is taxed leading to cognitive overload