1. /96 Mayer and Clark 1

2. /96 Multimedia Design Principles 1.Multimedia principle 2.Contiguity principle 3.Modality principle 4.Redundancy principle 5.Coherence principle 6.Personalization principle 7.Segmenting & Pretraining 2

3. /96 Question 1 Should we pay a graphic designer to create customized graphics for our e-lesson? 3

4. /96 Question 1 Learning is just as effective from good textual explanation as from text plus graphics. The format of information does not make a difference. Adding some cute clip arts to a few screens will make the lesson more interesting and more effective. Customized (made for a specific concept) visuals & animations adds appeal and improves learning 4

5. /96 1- Multimedia principle Use words and graphics rather than words alone 5

6. /96 but good pics 6

7. /96 Average download speed United States = 5.5 m/sec Germany = 8 m/sec Netherlands = 11 m/sec Sweden = 13 m/sec Japan = 17 m/sec South Korea = 21 m/sec 7

8. /96 Average download speed 8 5.5 m/sec 8 m/sec 11 m/sec 13 m/sec 17 m/sec 21 m/sec

9. /96 Average download speed United States = 5.5 Germany = 8 Netherlands = 11 Sweden = 13 Japan = 17 South Korea = 21 9

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12. /96 Why? learners learn better when they engage in relevant cognitive pressing such as attending to the relevant material in the lesson, mentally organizing the material into a coherent cognitive representation and mentally integrating the material with their existing knowledge. The computer screen is our main connection with students, screens filled with text will turn them off right away. Keep a balance 12

13. /96 Question 2 Where to put text directions ? 13

14. /96 Question 2 The text directions should be placed on a preceding screen rather than on top of the picture. The text directions should be placed on the same screen as the visual Both ideas could be accommodated by placing text directions in a rollover box activated by the mouse.

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20. /96 2- Contiguity principle Place corresponding words and graphics near each other 20

21. /96 Why? When words and pictures are separated from one another, people must use their scarce cognitive resources just to match them up. When words and pictures are integrated, people can hold them together in their working memory and therefore, make meaningful connection between them. Even for environments with high traffic and low bandwidth, they recommend against separation. 21

22. /96 Question 3 Do we need audio while we can have faster and cheaper text versions? 22

23. /96 Both? Providing text allows learner to move at their own pace rather than have to wait for audio to play Learning is much better when words are presented in audio narration rather than text Everyone can be accommodated by providing words in both text and audio. 23

24. /96 3- Modality principle Present audio narration rather than onscreen text when you want to explain pictures. Particularly, if the picture requires a lot of explanation. 24

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27. /96 Why? There are two main channels that we use to process information, the auditory and visual channel. When learners are given concurrent graphics and on screen text, both must be initially processed in the visual channel. This overloads one channel while the other channel is not used 27

28. /96 Question 4 Should we add text to explain narrated graphics? 28

29. /96 4- Redundancy principle Don’t add on screen text to narrated graphics to explain visuals. 29

30. /96 Redundant 30

31. /96 Non-redundant 31

32. /96 Why? Learner might pay so much attention to the printed words that they pay less attention to the graphics. 32

33. /96 How about learning styles? The learning styles view seems to make sense (putting both spoken text and on- screen text for different learning styles) However, adding redundant on-screen text could overload the visual channel. 33

34. /96 Accessibility How about accessibility? Well the default should be audio only but they can choose audio off and text on if they want. Communicate words in both on-screen text and audio narration to accommodate different learning styles and to meet 508 compliance Explain visuals with audio alone to promote best learning Let the learner select either audio or text as part of the course introduction. 34

35. /96 Question 5 Should we add excitement to our e-lesson? 35

36. /96 Question 5 Adding some emotion grabbing elements to narration helps Adding some music to narration helps Add some games? Less is more for most learners 36

37. /96 5- Coherence principle Adding extra material can hurt learning Avoid e-lessons with extraneous Audio Avoid e-lessons with extraneous Graphics Avoid e-lessons with extraneous Words Recommend against extraneous words added for interest, elaboration, or for technical depth. 37

38. /96 Violation 38

39. /96 Why? There is a distinction between emotional interest and cognitive interest There is little evidence that emotion- grabbing adjuncts (seductive details) promote deep learning 39

40. /96 Question 6 Formal or Informal talk? 40

41. /96 Formal more serious? A more informal approach plus an agent will lead to better learning. A more formal tone will fit the instructor image better, leading to a more credible course The tone of voice depends on the learner (male, female, alteranate) 41

42. /96 6- Personalization principle Use conversational style and virtual coaches 42

43. /96 Why? People work harder to understand material when they feel they are in a conversation with a partner, rather than simply receiving information. 43

44. /96 Dilemma 7 Sequencing? Branching? 44

45. /96 Question 7 Combine the practical steps and the key concepts together? Or Separate the key concepts from the procedure? 45

46. /96 Which one? First Learn Zebrazapps tools and functions then try to make a project Combine the process and key concepts. 46

47. /96 Learner Control or Program Control ? Let the lesson play (automatically) like a video Let the user control the sequence 47

48. /96 Principle 7 Segmenting & Pretraining 1.Break a continuous lesson into Bite-Size Segments. 2.Mix key concepts and procedures 3.Default should be sequencing but give the learner to skip if they are familiar with the topic. 48

49. /96 For complex situations use pre-training (extra words) 49

50. /96 Good Example 50

51. /96 The Big Question We don't know "how best to identify key concepts that should be included in pre- training or how intensive the pre-training needs to be. Example: Making a multiple choice question with Zebrazapps. 51

52. /96 Why? Sequencing allows the learner to engage essential processing without overloading the learner’s cognitive system. 52

53. /96 End of Part 1 53

54. /96 Applications of graphics 1- Facts Statement of facts Picture of an animals, flowers, buildings, people, monuments, Pictures of equipments and devices Screen captures 54

55. /96 Statement of facts You may use graphics to state facts. 55

56. Facts 56

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61. /96 Picture of an animals, flowers, buildings, people, monuments, 61

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64. /96 Pictures of equipment and devices 64

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66. /96 Screen captures 66

67. /96 2 –Concepts (you may use graphics to teach concepts) Definitions Examples Non-Examples Analogies 67

68. /96 Definitions 68

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70. /96 Examples 70

71. /96 Non-Examples Polygon 71

72. /96 Analogies 72

73. /96 3- Processes (you may use graphics to show a process) Flow Charts Stages/phases tables/charts Animated diagrams 73

74. /96 Flow Chart 74

75. /96 Stages/phases tables/charts 75

76. /96 Animated diagram 76

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79. /96 4- Procedure Step-action tables Demonstration 79

80. /96 Step action table 80

81. /96 Demonstration Compare next slide with one after. 81

82. /96 Density of Gases (text only) Equal volumes of gases at the same temperature and pressure contain the same number of molecules regardless of their chemical nature and physical properties. Avogadro's number is 6.023 X 10 23. It is the number of molecules of any gas present in a volume of 22.41 Liter. Density of gases depends on their molecular weight not the number of molecules per liter. 82

83. /96 Demonstration 83

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85. /96 5- Principle 85

86. /96 Scientific Laws or Principles 86

87. /96 Applications of graphics Graphics as advance organizers Graphics as topics organizers Graphics as lesson interface 87

88. /96 Advance Organizer 88

89. /96 Advanced Organizer 89

90. /96 Table of content bad example 90

91. /96 bad example 91

92. /96 Good example 92

93. /96 Graphics as lesson interface 93

94. /96 Examples & non-examples http://www.pfeiffer.com/WileyCDA/Pfeiffer Title/productCd-0787986836,navId- 311050,descCd-http://www.pfeiffer.com/WileyCDA/Pfeiffer Title/productCd-0787986836,navId- 311050,descCd- DOWNLOAD.html 94

95. /96 credits https://sites.google.com/site/cognitivetheor ymmlearning/segmenting-principlehttps://sites.google.com/site/cognitivetheor ymmlearning/segmenting-principle 95