Kirby's Education Journey

new to teaching but old to the love of learning

Category: multimedia

Group Evaluation of a Multimedia app

June 26, 2020 / / 0 Comments

Group Evaluation of Reading Eggs

Introduction: What is Reading Eggs?

Reading eggs is an educational online tool designed to develop children’s reading skills in a fun and engaging way. This gamified reading app focuses on phonemic awareness, vocabulary development, and reading comprehension for children ages 2-13. 

A brief walk-through of the app/how it motivates appropriately aged children:

Step 1:

Beginning with a placement test allows students to enter at a level that is best suited for them. This is a key feature as it avoids initial boredom/discouragement. When students begin at a level that they can be successful in, it provides them with a sense of confidence that “is tied intimately to success” (Gurthrie, 2011, p.178,), whereas, “students who struggle begin to doubt their abilities” (p.179) and therefore “report declines in self-efficacy for reading” (p.193).

Step 2:

Reading eggs is a self-paced learning app which allows students to pause, re-do, or proceed as they please (interactivity effect). This sense of self-direction has been proven to increase a child’s motivation to read (Gurthrie, 2011, p.180). Furthermore, each activity is designed as a game and the information that is being taught is reiterated multiple times throughout each game to increase retention (redundancy principle). 

  • In this example, players are asked to tap all the rocket ships that have the word “go” on them as they fly through the air. This design is engaging for young learners (as it simply feels like a game).

Step 3:

Not only does this app have games/activities to increase reading skills, but it also offers other engaging materials such as a reading library. Students choose books that interest them (which increases intrinsic motivation). Although rewards are initially useful when introducing reading to children, “extrinsic rewards do not motivate reading achievement in the long term” (Gurthrie, 2011, p.178), and therefore, providing children with choice and topics that are relevant to their lives/interests increases intrinsic motivation, which in turn increases retention (p.183-188).

 Step 4:

Parents can track their child’s progress regularly on the app and through periodic email updates. Additionally, Reading eggs has a ‘teacher dashboard’ to keep track of each student’s progress (which fosters the integration of reading eggs in a classroom and/or at home reading program).

Step 5:

Reading eggs rewards students for their progress. While extrinsic motivation may not be the solution long term, rewards get children excited about an activity and serve as a great “jump start” to get students interested in reading (Gurthrie, 2011, p.178). 

Case Study:

While reading eggs is designed to feel entirely like a game, research shows that the app significantly improves overall reading skills. In 2017, Latisha Lowery conducted a study to see how effective regular use of Reading Eggs was on student’s reading proficiency levels. The study was done in a rural community where 32% of the students lacked phonetic awareness and/or comprehension skills (Lowery, 2017). The school decided to introduce reading eggs as part of their intervention program (in combination with teacher support). The students who participated in this study were in grade two, chosen at random, and were split into two test groups. Class A would each spend 30 minutes on reading eggs a day, complete with weekly reports tracking their progress, and had teacher instruction along the way. The second group, class B, did not use reading eggs and solely relied on teacher instruction. The results showed that Class A demonstrated growth and the amount of students reading below grade level decreased by 19%, and the amount of students reading above grade level increased by 6% (Lowery, 2017). It should be noted, however, that while the use of this app was clearly effective, Reading Eggs should not supplement teacher instruction entirely. Namely, it should be used as a tool in the classroom to help improve both phonetic and comprehension skills. The school continues to use reading eggs as part of their intervention program. 

 

A Teacher Review of Reading Eggs – Barbara Petersen’s First Impressions

  • After walking through the app with Barbara Petersen (a Vancouver Island Kindergarten-Grade 3 teacher), this what she had to say:
    • Well organized and easy to use
    • Can be a bit cartoonish (good for younger learners)
    • Repetitive, but in a positive way, that would hold the child’s interest
    • Likes the practicing typing aspect
    • Impressed with the use of music
    • Impressed with the pronunciations of phonetic sounds
  • After walking through the app, Barbara says she would feel comfortable recommending this app to Kindergarten and Grade One students. She also believes it is a fun and engaging way for students to practice reading at home. She also states it would be a good addition to the at-home aspect of a reading program. 

 

A Parent Review of Reading Eggs:

Which Multimedia Principles does Reading Eggs Contain?

When evaluating Reading Eggs based on the Cambridge Handbook of Multimedia Learning, it is evident that it is a useful educational tool to incorporate in the classroom as it follows many of the multimedia principles discussed in the handbook. 

Feedback Principle: 

Reading Eggs provides users with immediate “correct” or “incorrect” feedback. The app also does a good job of summarizing the information and learning that the learner has completed at the end of the lesson which guides the user to understand the overall important aspects of the lesson. This being an example of explanatory feedback whereas the program “provides the learner with a principle-based explanation of why his or her answer was correct or incorrect” (Mayer, 2014, p.450).

Redundancy Principle:

The app provides a variety of learning games and activities for each lesson which allows students to obtain identical information in diverse ways (Mayer, 2014, p. 248). 

Multimedia Principle:

Throughout the app, there is the use of images, words, text, music, and auditory instructions that are used to teach concepts to and engage the learner (Mayer, 2014, p.175).

Coherence Principle:

A limitation of this app is its neglect of the coherence principle. The coherence principle states that “people learn more deeply from a multimedia message when extraneous material is excluded rather than included” (Mayer, 2014, p. 279). However, as the issue with disobeying this principle is that added information has the potential to hinder one’s learning rather than nurturing it (Andrade, 2013). Reading Eggs does, however, have the element of “fun” and “fantasy” which in theory and practice, is shown to have positive effects on learning by making the material and educational activities more intrinsically moving for students (Parker, 1992).

How Reading Eggs Supports Multimedia Learning at Home

When it comes to literacy, school is not the only place students can learn important skills.  Especially in their early year’s students need access to tools and activities that can help them become better readers and writers in the future.  It is important that caregivers encourage activities that help students learn literacy skills at home as studies have found that “home literacy activities such as writing, storybook reading, and identifying environmental print positively influences emergent literacy.” (Neumann, 2016) In today’s evolving world, technology is more prevalent than ever, meaning many of the literacy activities students will take part in are run through apps.  This is where Reading Eggs comes in, through engaging activities students to build their literacy skills at home, something we now know is particularly important.  And using technology to build literacy skills will only aid and not hinder students’ literacy when not using technology as “children were observed to transfer their developing knowledge of letter and sound relationships and word spacing between these tools. This illustrates that young children are capable of using digital and non-digital tools for literacy learning.” (Neumann, 2016)

 

References: 

Andrade, G. (2013). Coherence Principle Analysis. GregAndradeEdTechLearningLog. 

https://gregandradedesign.wordpress.com/edtech-513-projects/coherence-principle-analysis/

Guthrie, John T. (2011).Best Practices in Motivating Students to Read. Best Practices in Literacy Instruction.(4th ed.), p.177 – 194.

Lowery, Latisha D. (2017) Effects of Reading Eggs on Reading Proficiency Levels. University of South Carolina Scholar Commons. Retrieved from https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=5160&context=etd

Mayer, R. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369

Neumann, M. M. (2016). Young children’s Use of Touch Screen Tablets for Writing and Reading at Home: Relationships with Emergent Literacy. Computers & Education. 97, 61-68. https://doi.org/10.1016/j.compedu.2016.02.013

Parker, L. (1992). Effects of fantasy contexts on children’s learning and motivation: Making learning more fun. Journal of Personality and Social Psychology. US: American Psychological Association, 62(40), 625-653.

 

Chapter 9 “The Modality Principle”

June 22, 2020 / / 0 Comments

  EDCI 337

 June 23rd, 2020

Alison Junger, Lauryn Lewis, 

Kirby Jarvis, and Sam Fry 

 

Remix of Chapter 9: The Modality Principle in Multimedia Learning.

 

What is the Modality Effect?

The modality effect refers to a cognitive load that appears when partially auditory and partially visual presentations of information work together to be more effective than when a single modality is used to present information. 

How does this theory affect teaching?

The modality effect is associated with the dual coding theory and the model of working memory and can be explained by the cognitive load theory. The working memory has a small capacity (it holds 5-9 pieces of information, only processes 2-4 and can only hold on to this information for about 20 seconds). Therefore, teaching methods are ineffective when they ignore this theory as it may overwhelm students’ cognitive loads.

How can we teach effectively with this in mind? 

There are three things to remember when designing instruction using the modality principle:

  1. The material being presented should be essential
  2. What is being shared is should not be redundant (both auditory and visually)
  3. Information is complex enough that techniques to reduce cognitive load are necessary

It should be noted that research has found that verbal information given orally in small fragments along with any other visual information is effective. On the other hand, long and complex verbal information is difficult to hold in working memory, therefore it should be shown visually.This will be discussed more in further sections of the remix (see transient information effect).

How does the working memory function?

Baddeley and Hitches three-component model of the working memory aligns with the idea that there are different processors for visuo-spatial and language based materials. The model contains a central executive which then divides into two components. The visuo-spatial sketchpad processes information in a visual and spatial form (such as colour and movement) whereas the phonological loop processes text and auditory material.(Low & Sweller p.229, 2014)

Dual Motive Presentation in the Classroom:

Research shows that dual mode presentation can result in increased performance on both memory tasks and monitoring tasks (Low & Sweller, p. 232, 2014). This is due to the fact that there are separate processors for visual and auditory information (see diagram above) in the working memory. Therefore, it should be theoretically possible to see greater retention of information when the modality effect is obtained. Namely, in the classroom, student academic performance can be enhanced by dual mode presentation techniques.  

How the Split Attention effect affects Student Learning:

The split attention effect is when information must be processed in two or more ways simultaneously in order to be understood. For example, in mathematics, the split attention effect occurs when students must refer to a text and a diagram at the same time in order to solve a problem. In other words, neither the text or the diagram alone convey enough information for the student to solve the problem. Therefore, by going back and forth between the diagram and the text, the brain is forced to memorize too much information at once and that the mental energy required to integrate the two different sources of information hinders learning (Low & Sweller, p. 235, 2014). Low and Sweller propose a more efficient way to integrate two sources of information, which is called the integrated format (p. 235, 2014). This is when the text and the image (or diagram) are combined and do not require students to flip back and forth between the two, which in turn, facilitates learning. This is crucial to keep in mind when creating visual powerpoints, textbooks, worksheets and assigning homework pages.

 

Another Take on the Modality Effect:

While many studies demonstrate the modality effect, there are some studies that contradict this theory (proving a reverse-modality effect). Tabbers and Van der Spoel’s study in 2011 concluded that when learning is self-paced and visual only instructions are provided there is a higher success rate. They argue that self-paced instruction allows one to transfer information from the working memory to the long-term memory more easily. An outside study, “The modality effect tested in children in a user‐paced multimedia environment” by M.J. Witteman and E. Segers conducted in 2010 also concluded that in self-paced settings there is a reverse modality effect. In this case, a sample of primary school students (around grade 5) actually learned better solely through visual instruction (text and images) when they were able to learn at their own pace (Witteman and Segers, p.1, 2010). This is important for educators to consider when teaching by distance (i.e. homeschooling/online schooling).

In most cases where studies failed to demonstrate the modality effect, it was because the audio or visual materials were far too complex and/lengthy and therefore overloaded the working memory. Leahy and Sweller believe that because spoken information is momentary, it can easily be forgotten and therefore there may be no advantage to portraying new complex information in this form (Low & Sweller, p. 239, 2014). This is called the transient information effect (Low & Sweller, p. 240, 2014). Overall this demonstrates that there are many variables to consider as an educator, and that the modality effect is not always found.

In an era of predominantly online instruction (due to the global pandemic), it is important to consider how this new way of teaching may cause a reversed modality effect. An article titled “The reverse modality effect: Examining student learning from interactive computer‐based instruction” by  Fethi A. Inan, Steven M. Crooks, Jongpil Cheon, Fatih Ari, Raymond Flores, Murat Kurucay and Dmitrii Paniukov in 2013 also proved a reverse modality effect. Inan et al. conducted a study that concluded that students who are taking courses online learn better through written instruction than through audio and text instruction. As mentioned above, this may also be due to the transient information effect (Low & Sweller, p. 240, 2014). 

How to achieve expansion and enhancement of the working memory?

 

Information is processed the best when the working memory is expanded to take in the total load of information. This can be supported through the dual coding theory and the split attention and interactivity effects (although there are some exceptions). When it comes to deciding how to present text, research has proven that a visual diagram combined with auditory text increases the working memory capacity because the information is split and relies on both parts of the memory for processing. This ties in with the dual coding theory, which activates both processors (which then strains, but does not overload the working memory). The result in an outside source by Wouters, Paas, and MerriĂ«nboer’s, states that “accompanying complex visual materials with written explanations may result in too much load on the visual channel and thus to inferior processing of the instructional materials” (Wouters, Paas & van MerriĂ«nboer, 2009), proving again that a visual diagram in the classroom with presented text may result in more successful student learning outcomes. Experienced learners may be an exception to this theory as they may learn best with a diagram alone. This also supports the notion of differentiated instruction within the classroom (Sousa and Tomilson, p.36 2018). The interactivity effect also plays a role in the expansion of the working memory, proving that high element interactivity materials alongside auditory/verbal instruction, enhances the modality effect and the ability to retain information (Low & Sweller p.238, 2014). Although, exceptions arise when either the auditory information or materials are redundant to one another. For materials with auditory instructions to be effective, they must follow the split attention principle (noted above). 

Conclusion:

Our remix has proven that the modality effect is highly dependent on the cognitive load of instructions. If instructions overload the working memory (such as long, highly complex or unfamiliar information) then learning is hindered (regardless of how the information is portrayed). These factors are very important for educators to understand when preparing lessons and materials. Because the modality effect is not entirely black and white, we can not simply focus on presenting information in two different forms, but we need to also consider how much information is being provided, what information is being provided and how it is being provided (i.e. the transient information effect). 

 

References: 

Inan, F.A., Crooks, S.M., Cheon, J., Ari, F., Flores, R., Kurucay, M. and Paniukov, D. (2015), Multimedia design principles. Br J Educ Technol, 46: 123-130. doi:10.1111/bjet.12129

Low, R., & Sweller, J. (2014). The Modality Principle in Multimedia Learning. The Cambridge Handbook Of Multimedia Learning, 2, 227 – 243.

Sousa, D., & Tomlinson, C. (2018). Differentiation and The Brain (2nd ed.). Bloomington, IN: Solution Tree Press.

Witteman, M. and Segers, E. (2010), The modality effect tested in children in a user‐paced multimedia environment. Journal of Computer Assisted Learning, 26: 132-142. doi:10.1111/j.1365-2729.2009.00335.x

Wouters, P., Paas, F., & van Merriënboer, J. (2009). Observational learning from animated models: Effects of modality and reflection on transfer. Contemporary Educational Psychology, 34(1), 1-8. doi: 10.1016/j.cedpsych.2008.03.001

 

App Summaries and Group Decision

June 20, 2020 / / 0 Comments

In a Facebook messenger group call, each of our pod members pitched our chosen interactive multimedia apps to the group with the hope in mind one of our apps would stand out to the rest of us. Sam introduced us to the video game-style app called “Prodigy”. From the get-go, we were all very interested in hearing more about the wizarding world of math games because most of us had never seen or heard of this app before. What stood out for us the most was how the app seemed to be entirely a video game with the learning portion hidden within. 

The next app to be introduced was “Khan Academy Kids” proposed by Kirby. All of us had heard about the parent software of the app “Khan Academy” but some were surprised to hear about the kid’s version of the widely known educational tool. Kirby explained the fun elements of the app and how it was constructed to provide a personalized learning experience for preschool children. What stood out the most to the group was that the app could be specifically configured by the parent or teacher to suit the learner and their level. 

Alison next, introduced her chosen multimedia app “Duolingo”. We had all heard about Duolingo but were very surprised to hear that there were many statistics and scientific studies shown on the effectiveness of the app, and how the app is proven to increase the learner’s language ability. One study Alison showed us stated that “It would take an average 26-49 hours of study on Duolingo to cover the material for the first college semester of Spanish”. We were all pretty amazed and shocked by this information especially by the fact we had all spent hundreds of dollars on a language course in the past. 

The last app pitch came from Lauryn introducing us to “Reading Eggs”. As none of our pod members had heard about Reading Eggs before Lauryn we were automatically intrigued. Lauryn explained to us that she had come across Reading Eggs when she asked her elementary teacher mom about some of the educational tools and apps she and her colleagues were using as school was out of session. Reading Eggs is a reading program that specializes in phonics, meaning, fluency, and comprehension skills. The app is versatile in the way that it is available on virtually every platform, has the ability of a personalized learning journey through a placement test, and overall has very well-rounded multimedia and interactive learning experience for the learner.

After more talk about the four choices of apps, we based our decision off of seeking away from the known. Khan Academy (kids or not) we all had much experience with as well with the language app Duolingo where we had all met the green owl. So that leads us two choices, Prodigy, the magical math game, or Reading Eggs the colourful reading journey. We ended up deciding to go forward with Reading Eggs (hopefully the foreshadowed feature image gave you an idea). The main reasoning behind this choice is that we felt the world of apps and programs is predominantly dominated by mathematics apps and games and that reading ones are hard to come by, especially ones that have research backing them up in their effectiveness. Based on this we were all on board to discover more about Reading Eggs and the effectiveness, history, and research behind the app. 

 

Khan Academy Kids Evaluation

June 17, 2020 / / 2 Comments

Introduction to Khan Academy Kids

The interactive multimedia learning mobile/web application that I chose to evaluate is “Khan Academy Kids”. This app is a spin-off of the traditional “Khan Academy” website/app that is known worldly. Unlike Khan Academy which consists of a personalized learning experience accompanied by short web videos that are in the form of lessons meant for students in grade kindergarten up to high school, Khan Academy Kids is a personalized interactive learning journey made for children in preschool years (3+). The app contains eBooks, songs, learning videos, step-by-step activities, and lessons regarding math, science, writing, reading, and even emotional learning.

 

Evaluate the application with respect to relative multimedia learning principles:

Khan Academy kids follows many of the principles of multimedia learning. The multimedia principle a user can see occurring instantly by having character-like narrators who assist the learner throughout the entirety of their learning experience. This narration is met with colourful and constantly changing visuals to assist the learner. The app can be seen following the modality principle as the learning process is completely auditory with very little written text (apart from the literacy and writing practice). The split-attention principle can be seen being met, through the narration being strictly concentrated on the on-screen visuals in a synchronous technique. This app did a very impressive job of using highlighting, signalling, and markings to show cues that emphasize key learning moments and what the learner is supposed to complete, this is a sign of the signalling principle being followed. The narration of the learning stories and activities are in a conversational format, where the characters are talking to the learner, explaining the activity, giving clues, and giving feedback whether congratulatory or not. The narration covers the personalization principle however, at some points does not account for the embodiment principle or the voice principle.  The app at times fails to show the narrator in the corner speaking to us as we attempt the task, which defeats the idea that “people do not necessarily learn better when the speaker’s image is on the screen”. The app also has the generated “fake” voices of all the characters as child-like accents, this could perhaps be because the app is geared towards younger children, however, according to the principle, people learn better with a spoken standard human voice versus a machine voice. The worked example principle is met fully because of the basis of the app is “I show you, you show me” where the visuals give a broader example or short explanation of the lesson before asking the learner to perform a task. Finally, the app according to the principles does not follow the animation principle which states that “people do not necessarily learn better from animation than from static diagrams” however, the app can be defended in the sense that it is created for a younger population of learners who are more drawn towards animals, colours and busy screens.

Example of the modality principle  in the use of animated toys, narration, and numerals

 

An example of the signalling principle being used to show the learner (me) that this is the correct answer

 

An example of the worked example principle where you can see the scaffolding taking place of learning my vowels where I am eventually asked to pick the vowels out myself from the alphabet

 

Personal experiences and impressions while using the application from an instructors’ perspective:

To be completely honest I loved (and am continuingly) to enjoy “learning” through Khan Academy Kids. Right from the beginning when I was able to draw my name with colourful rainbow pens, pick my avatar (an assortment of very cute animals) and meet my “teachers” I had grown a personal connection to the app. Unfortunately, I didn’t think twice about picking the “parent” option when undoubtedly it would have been to my advantage to pick the “teacher” option, but I believe I can still see the app from the viewpoint of a teacher (actually apparently I can switch my account to teachers so I guess it’s a win-win) As the instructor/parent on the app you can view your child’s or the students learning through the “library resource”. In this resource, you can also pick and choose the lessons you wish the child to learn. As the learner, I am enjoying the process thoroughly as I embark on my learning journey. With each level I am met with a new task whether it be matching, storytelling, drawing, completing the sentence, or simply just choosing the correct answer, where each task comes with its backstory and narration character. I can ask questions, repeat instructions/explanations and work at my own pace to succeed at the level to receive points towards my choice of surprise item (so far a newspaper hat, spacesuit, and a wooden bridge).

 

Evaluate the application using one or more multimedia and interactive learning tool evaluation rubrics:

In a more technical evaluation of the app I chose to fill in the “Rubric for eLearning Tool Evaluation” which can be seen below; however, I feel the need to also do a summary of the choices I made for the rubric. In the functionality sector of the evaluation, this app scored well in the “ease of use” criteria. The app is very user friendly in the means that it has very little “hidden tabs” and is set-up in a simple program. The app also adds many personalized elements to the learning aspects making the program much more enjoyable for the learner. As far as accessibility the app does show limited capacity for meeting the W3C WCAG 2.0 standards. To give a few examples, the learning videos do not have captions for the narrations, there doesn’t seem to be a resize text option for when there are captions involved, and the app is not keyboard accessible. In the technical category, Khan Kids Academy succeeds in the fact that this app requires no additional software or browser extension to download and is simply found in the app store. However, on the subject of the app store, the app fails in the mobile device category by the fact that it is only compatible for iPhone and iPad (at the moment), on a better note, the app does have an offline format that consists of a “creation station” and storytelling books. In the teaching presence category, the app has a handy parent/teacher resource which allows the two parties to monitor and see the learning progress made for the student. In this resource or “tool kit” the parent/teacher can also customize the child’s learning by picking their lessons. This tracking of learning also makes this app succeed in the cognitive presence category as the program allows the learns to track their performance, redo lessons, and receive immediate and continuous feedback on their task completion.

 

Rubric-for-eLearning-Tool-Evaluation

 

The library section of the app (example reading)

 

My learning progress/tracker so far in the app

 

 

References

Mayer, R. (2014). Introduction to Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 1-24). Cambridge: Cambridge University Press. DOI:10.1017/CBO9781139547369.002

Khan Academy Kids. (n.d.). Retrieved June 17, 2020, from https://learn.khanacademy.org/khan-academy-kids/

How to Meet WCAG (Quick Reference). (n.d.). Retrieved June 17, 2020, from https://www.w3.org/WAI/WCAG21/quickref/?versions=2.0

 

 

Multimedia and Interactive Learning Blog 2

June 14, 2020 / / 0 Comments

Overall thoughts

To be straightforward, I thoroughly enjoyed topic three and our chance to experiment and learn more about the H5P software. I felt that as a student/learner I was able to understand and recall which classes I have taken over the years and how they used or failed to use these principles to enhance or decrease my learning. As a teacher, I believe that this subject of multimedia and their learning principles is so important for us to attempt to reach each of our students in the learning needs. It will always be challenging to create lessons that all students can understand and be engaged in, but with these principles in mind, it will be a step closer.

My own interactive video creation using Dr. Ray Pastore’s video: 

 

Which multimedia learning (MML) principles did Dr. Ray Pastore now follow in his video about MML principles? 

As my interactive video shows Ray failed to follow a few of the multimedia principles he was describing and a few he didn’t. The first and most obvious principle not followed is the embodiment principle which states: people do not necessarily learn better when the speaker’s image is on the screen. After browsing through his YouTube channel I realized shortly that this green screen effect of Ray placing his image on the bottom corner of his videos is a signature style choice and he enjoys the narration quality of it. The next noticeable multimedia principle not followed is the redundancy principle. The redundancy principle is the principle that says people learn better when the same information is not presented in more than one format. In this case, Ray consistently repeats the words seen on screen to us so we are both visualizing the text and hearing the text at once. In this video Ray continuously fails to follow the split-attention principle, as he (in multiple situations) talks about situations and thoughts that have nothing in common with the text on the screen. In this way, the multimedia aspect of Ray narrating and having the text on screen fails because the two media are not integrated. The next multimedia principle seen not followed is ironical during the description of the same principle, the coherence principle. This principle explained is that people learn better when extraneous material is excluded rather than included. I remember so specifically during Ray’s example of the airplane in the corner how I automatically zoned out and didn’t follow along with the far too long example. I was also distracted by his example of the two hearts on the screen (which in hindsight is another example of failure to recognize the split-attention principle). Finally, the last and most obviously displaced principle is the modality principle. Ray chose to use his narration and text instead of graphics, which as the modality principle states is less effective than just words alone. 

Can you think of some pedagogies that the HP5 tool might help support?

  • Engagement: Students can be fully immersed in the video as teachers can use multimedia techniques (images, graphs, diagrams, voice over, text, etc.) to keep the learner engaged. Engagement in watching the video also helps the students remember and transfer their learning to those who just read the material.
    -High interactivity: This is critical to making meaning, and can be produced by adding multiple-choice questions, “did you know” text boxes, highlighting key points and more to allow the student to feel active and involved in their learning.
  • Learner choice: With the H5P tool, students can learn at their own pace and choice. They can pause, playback, speed up, slow down, etc. the video and are free to choose how they remember the information taught. Students can take written notes, typed notes, sketch notes, voice recordings, or nothing at all and just enjoy the video.
  • Clear objectives: Throughout the video, teachers can explain key points of the lesson and direct the students to obvious objectives to what they should be learning by using the pop-up text box option. This also goes along with simple descriptions and definitions. With the H5P ability to have text box notes, students could have the information in a “summary form” with the teacher’s simplistic explanation.
  • Feedback: Learners can have clear and fast feedback through the interactive options of the video. With the multiple-choice option, students can test their knowledge and then quickly see how they did.

 

Which learning principles would a thoughtfully created H5P interactive video take advantage of or demonstrate?

 

References 

Ray Pastore, Ph.D. (2018, August 16). What is multimedia learning? What is multimedia? [Video]. Youtube. https://www.youtube.com/watch?v=g-sknUVq1mk&feature=emb_title

Mayer, R. (2014). Introduction to Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 1-24). Cambridge: Cambridge University Press. DOI:10.1017/CBO9781139547369.002

Response to Lauryn’s Blog

June 10, 2020 / / 0 Comments

Lauryn’s Blog

Hey Lauryn! I love the comment you made about multimedia existing beyond the digital world. I have a feeling that when people think about the word that they automatically just assume that since it has the word “media” in it, it must be a digital form of technology.

I too have always struggled with online learning, with honestly the same reason as you, I couldn’t handle not having immediate feedback on my work. I used to use Khan academy for pretty much every question I had in high school (and even sometimes in university) and I believe that you’re right that it was the fact that we could hear the presenter speak to us and explain their actions that the material made more sense. I think that it is important to realize that teachers’ act of storytelling is fluid across all subjects of learning and can be beneficial or students regardless of the material/subject. For students to truly absorb and understand their learning we as teachers need to find ways to connect their own experiences to the course work.

 

Response to Alison’s Blog

June 10, 2020 / / 0 Comments

Alison’s Blog

Hey Alison! Wow, I 100% connected to how you feel about technology in general. I have always been the type of person to get so frustrated by everything and anything technology that I have done my best to avoid it
 well until now! I also connect with your realization about just how often we use and see multimedia every day without even realizing we do. To be completely honest, I didn’t realize just how “simple” the concept of multimedia was until now.

It’s interesting how the lessons we all remember the most are ones that involved a personal experience or story being told to us, I too can recall easily the lessons teachers added or shared their own experiences but for the life of me cannot tell you what Avogadro’s number is


I agree with your feelings about lecture-style classes. I never understood the point of having pre-made notes in a class where the teacher simply just read them out to you. In those classes would also be the atmosphere that if you’re asking a question, you’re becoming a nuisance to the time parameters of the class. Why do you think universities moved in the direction of large lecture classes? Do you think they thought it was an able way to teach or maybe it was an easier decision?

Response to Sam’s Blog

June 10, 2020 / / 0 Comments

Sam’s Education Adventure

Hey Sam! While I read the first line of your blog post all I could think about what the video Rich shared about the history of learning theories. This is because, like in the video, you explain that these theories and methods have all been around for centuries, and it is not the ideas that are new but our realization of the benefits and disadvantages of both these theories and methods.

I felt a familiarity with your comment about being unaware of learning during the virus game. I can automatically recall the elementary school typing program “All the Right type” which taught us the basics of keyboard typing while simply playing computer games.

I agree with your final comment about “multimedia and interactive learning being more inclusive to a wider range of learners” especially at a time like we are in now where learning is becoming almost completely online experiences and students are desperate for the ability to have interactive experiences with their peers and teachers any way they can. I wonder, what are your thoughts for the future post-COVID-19 world? Do you think that by students having this new opportunity of online learning and new multimedia teaching techniques that students will gain more as far as knowledge retention and understanding and maybe? Or do you think learners are stuck in our past of “I talk, and you listen?

Multimedia and Interactive Learning Blog 1

June 7, 2020 /

What do I hope to get from this class? What am I unsure of? 

One thing I hope to come out as more knowledgeable in is the relation of multimedia and learning styles. I am curious about whether or not the various presentations of multimedia learning are more beneficial to certain individuals and their learning differences. A broader question I have involving the entirety of this topic, is how multimedia learning is created and used for students with visual or auditory impairments? I’m curious about this because of the three presentations the delivery media view, presentation modes view and the sensory modalities view each presentation format requires a specific set of circumstances that most visual/auditory impaired learners cannot have met.

Something that could give me some uncertainty for this class is something very relevant to the topic of multimedia. This is my first to be fully online, without the presence of an instructor physically. In many ways this scares me, one; because of the type of learner I am, someone who needs to be able to ask questions and receive immediate feedback, and two; because of the multimedia components of the class. I can assume from the set-up of the first week’s website post that the class will be a mix of readings, videos, and lecture-style zoom sessions,  however, I cannot say how these variations of presentations will help me learn and how I will be able to absorb the information compared to the in-person lecture style of all the classes I have known.

 

Examples of both digital multimedia and non-digital experiences

– As far as a “learning experience” I would say this example falls short in the “learning” components, however, I can say that the experience and experiences of this have impacted my understanding immensely. As someone who falls short in ideal hearing, subtitles have always been a way for me to be able to comprehend exactly what is going on. I find that in general I cannot simply watch a video, listen, and be able to recall the information being given to me.gray TV remote

Subtitles, being a multimedia form, allow me the chance to focus on my deeper thinking of what is happening and why it is occurring in the video. I did a little research on the beneficial aspects of subtitles and found a blog post that supported my own personal experience of watching a video without subtitles is hearing without comprehension. An argument made against subtitles in the post was that the close caption words take away the craftsmanship and talent of the actors and actresses, and that “we” as the audience are supposed to be able to decipher what the subtitles are telling us through the actions of the on-screen persons.  I counter this statement by arguing that subtitles add more understanding of why the events of the video are happening which then leads the watcher to have more of a complete comprehension of the story

– An example from Chapter 1 of Mayer’s The Cambridge Handbook of Multimedia Learning, “Introduction to Multimedia learning” of a non-digital multimedia learning experience that has aided me is the simplicity of instructional diagrams. Similar to the reading, I cannot comprehend what instructions/manuals are requesting from me when they simply just use printed word to explain how blah blah blah attaches on to blah blah blah. The use of diagrams in a set of instructions allows me to look initially at what I am trying to create is to end up as, and from there work through the instructions to figure out how I am to create the project.

white and blue instruction guide

References:

  • Jackson, L. (2020, February 13). You should watch everything with subtitles on. The Washington Post. 
  • Mayer, R. (2014). Introduction to Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 1-24). Cambridge: Cambridge University Press. DOI:10.1017/CBO9781139547369.002

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