Category: Multimedia Learning (Page 1 of 2)

By Julia Celinski, Emily Glass, Mikayla Olesen, and Rianne Yuen

For our project, we designed a cooking lesson for children named Easy Eats. We first made a lesson plan (attached below) that mapped out our learning objectives and how we wanted to design the class, including the pre-class and in-class activity and how the students would be assessed.

We created our lesson plan to deliver instructions for a new recipe being taught to a class, but the same format could be used to teach a different hobby, such as a craft. When creating this lesson plan, we ensured that it included many multimedia learning components to engage students with the material actively. We created a TikTok tutorial video, PowerPoint, and a poster using this course’s theories and multimedia learning artifacts. 

The TikTok tutorial is our most beneficial method to reach the learning outcome. The video demonstrates step-by-step directions of the instructor completing the learning goal. In this multimedia tool, we focused on Mayer’s (2014) Cognitive Theory. The Cognitive Theory of multimedia learning involves the use of pictures and words to deliver the information. Ultimately, this encouraged us to edit the demonstration video and add written text. While the video shows the instructor adding the ingredients, a written text appears explaining the step. For example, the second scene of our video has written text indicating “Step 1: ½ cup of sugar” while the demonstrator is measuring out the sugar. In addition, we show steps and ingredients as these are the key words. The signalling principle elaborates on the importance of highlighting key words (Mayer, 2014). These words will stand out from other words, allowing the students to notice keywords faster. One area of the project that we felt that we could have improved was the speed of the TikTok. Due to the formatting of TikTok, we were unable to slow down the video to allow students more time to follow and understand the instructions of our recipe. 

https://docs.google.com/presentation/d/1eQ2OlQvfMHuSYx1GBpoel1UStPXd0DSDp0m0bwrrr-o/edit?usp=sharing

Furthermore, the PowerPoint that we created also encompassed multiple learning theories, including the Cognitive Theory of multimedia learning, the Cognitive Load Theory, and the Dual Coding Theory.

When designing our Powerpoint, we wanted to make sure that it encompassed Mayer’s (2014) Cognitive Theory of multimedia learning. He states that multimedia learning should be designed to reflect how the human mind works as this will allow learners to engage in a more meaningful way with the content being presented. For our PowerPoint, we focussed on the personalization principle. The main idea behind this concept is promoting a cognitive learning environment that uses a conversational style instead of a formal means of receiving information to increase learner engagement. Therefore, we included statements in our narration such as “Wow, time flies!” and “These cookies were a top contender with my family” to ensure that the information being presented reflected a positive and more personal learning environment.

To continue, the Cognitive Load Theory (CLT) argues that individuals have a limited capacity for their working memory, so if the information presented to them exceeds this, then information overload occurs (Swerdloff, 2016). To ensure that information overload didn’t happen for the learner, we focused on having one idea per slide and ensuring that the information we presented on those slides was minimal. Last, we also used the Dual Coding Theory (Mayer, 2014), which argues that the presentation of both visual and verbal information aids one’s ability to process and remember information. To do this, we kept the written information on the PowerPoint to a minimum and instead focused on using images and narration to explain our lesson. This also reflects the redundancy principle (McMillan, 2009), which argues that redundant materials, such as having a teacher read the exact wording from a slide, interfere with one’s ability to process and learn the information. Moreover, by leaving minimal information on our slide and creating a conversational style narration, we could facilitate a more engaging and productive learning environment. 

The poster we created follows the multimedia principle and is a beneficial method to reach the learning outcomes. The purpose of the poster is to provide students with simple step-by-step instructions that are easily accessible to them while making the cookies. By doing so, they demonstrate that they can successfully follow instructions, which is one of the learning outcomes described in our lesson plan. The Multimedia Principle explained by McCues (2020) describes how people learn better when words are accompanied by relevant pictures rather than words presented alone. The poster we created encompasses this principle as the related image accompanies each written step. For example, the first step illustrated on our poster involves mixing all ingredients, and it is supplemented with a picture of a mixing bowl.

All in all, our PowerPoint, poster, and TikTok tutorial act as tools that help students understand the steps involved in the creation of No-Bake Chocolate Oat Cookies and successfully achieve the finished product. By creating learning artifacts that demonstrate the values of the key multimedia theories and principles such as the Cognitive Theory of multimedia learning, the Cognitive Load Theory, the Multimedia Principle, Redundancy Principle, and the Dual Coding Theory, students are able to successfully reach the learning outcomes in our class. 

References

Health Link BC. (2021). Healthing Eating & Physical Activity. HealthlinkBC.

https://www.healthlinkbc.ca/

Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

McCue, R. (2021). EDCI 337—Selected Multimedia Creation Tools. [MP3].

McMillan, D. (2009). Life After Death by Powerpoint (Corporate Comedy Video) [Mp4].

https://www.youtube.com/watch?v=KbSPPFYxx3o McMillan, D.  Life After Death by Powerpoint (Corporate Comedy Video) [Mp4]. https://www.youtube.com/watch?v=KbSPPFYxx3o
Swerdloff, Mathew. (2016). Chapter 8- Online Learning, Multimedia, and Emotions. Emotions, Technology, and Learning, Academic Press. P. 155-175, ISBN 9780128006498, https://doi.org/10.1016/B978-0-12-800649-8.00009-2.

With the course coming to an end, this week we took a look at assessments and how students are assessed on their assignments. Assessments help shift personal and professional skills to the learner (LSU Online, 2020). Looking at how students respond to learning new multimedia forms. There are 2 types of assessments; summative assessments, and formative assessments. Summative assessments are popular as they are easy and efficient but they do not provide the student any feedback on their skills. Example include multiple choice exams and chapter tests. While formative assessments do provide feedback on the learning process. Examples include pop quizzes, informal questions, journal assignments, and practice quizzes. Formative assessments allow for assessment of the learning process to test knowledge without pressure of grades. Formative assessments would be more beneficial to the learner, and the teacher and student will both be able to get feedback on how the student is doing. Direct feedback through activities that test the learning in process would provide essential information to help advance the students understanding even more.

LSU Online. Louisiana State University. (2020). The Value of Authentic Assessment. https://www.youtube.com/watch?v=iHlcoYDPfU0

Queens University . (n.d.). Assessment types: Diagnostic, formative and summative. Retrieved December 1, 2021, from https://www.queensu.ca/teachingandlearning/modules/assessments/09_s2_01_intro_section.html. 

Where do you see AR in future classrooms?

In future classrooms I predict that the way we teach and learn will be immensely different than we do today. Through the use of technology and augmented reality students will be able to get many more experiences and learn through different forms. These new processes will be very beneficial as almost all of the information transmitted to our brains from our senses is from visual information (Fingent, 2021). Augmented reality is the process of using technology to overlap any information onto the real world environment, through a camera enabled device (The Computer Science Education Research Group, 2020).  In teaching anything from history and science, to even basic knowledge like naming animals and the alphabet, augmented reality will change the learning experience. Instead of traditional methods like textbook readings and even class videos shown, augmented reality for learning will create a direct source for learning, by witnessing it first-hand.

The video I’ve attached below on augmented reality for education shows many examples of how I think it will be used in classrooms, like learning human anatomy, and about the solar system. Edward Thorndike’s Theory of Connectionism can be displayed through AR. The Connectionism Theory describes that learning happens when individuals make connections between a stimulus and a response. Augmented reality will help students to make greater connections between stimuluses and their responses. 

References:

Fingent . (2021, February 10). Augmented reality in education | transforming learning experience | fingent. YouTube. Retrieved November 23, 2021, from https://www.youtube.com/watch?v=iJ_gb6MuLhU. 

Lee, Chris. (2018) Instructional Design Models and Theories: Connectionism. Arizona State University https://www.youtube.com/watch?v=oYd6xIz1q-U

S., V. (Ed.). (n.d.). Use cases of augmented reality in education and training. RubyGarage. Retrieved November 23, 2021, from https://rubygarage.org/blog/augmented-reality-in-education-and-training. 

The Computer Science Education Research Group Augmented Reality (AR) Simulations with Merge Cubes. https://www.youtube.com/watch?v=ahJIzV6yE00

Examples you have been a part of in your classes of Game Based Learning/Gamification

Game-based learning and gamification are both very beneficial aspects when integrated into the learning environment. Game-based learning happens when games are incorporated into the learning experience. Gamification happens when some game like aspects are  added to traditional learning methods. An example of game-based learning is conducting a mock trial for a law class, which I participated in in high school. It included setting up roles to fill the real court roles, and in the end the jury voted and a decision on who was guilty was declared. It made the experience of learning court procedures fun in a creative way. Some examples of gamification include point systems, jeopardy, and Kahoot quizzes with a leaderboard. I’ve participated in Kahoot quizzes many times and it always engages and motivated students as you are competing for who can answer the question accurately and the fastest in your class. I think adding competitive components into the classroom is a clever way to engage students to want to participate and do well in order to beat their classmates. Jeopardy is also another common gamification method, usually done in teams using a point system to generate a competitive environment. The clip I included from YouTube is an episode of the show Jeopardy to convey the structure of the game and how it is played.

References:

Jeopardy! (2021, October 28). Final Jeopardy! 10/28/21 “World Cities” | JEOPARDY! YouTube. Retrieved November 1, 2021, from https://www.youtube.com/watch?v=9LkOyy41bWo. 

Vyas, A. (2019, January 7). Active learning with Kahoot! Instruction @ UH. Retrieved November 1, 2021, from https://www.instruction.uh.edu/2018/12/18/active-learning-with-kahoot/. 

I think allocating the use of working with video is advantageous for learners in many ways. It gives students experience with a valuable skill that is very relevant in today’s society. The use of multimedia and utilizing one’s ability to create and edit videos is important to be taught and can be proven beneficial at any point in one’s life. In my earlier years of education I was taught how to use iMovie to create videos and it is a skill I have used multiple times since throughout my education. Assigning learners to create their own videos enables them to not only present material they have learned in a creative way, but also gets them more comfortable using multimedia forms like video. I think by using a tool like iMovie makes the learning experience more diverse and helps learners to absorb the material more than traditional learning techniques. The short video I have attached is a compilation of a few videos I have taken, and edited them using iMovie. I added audio over top the videos to enhance the video as well. 

Benefits of SAMR for Learning

Learning about the SAMR model gave me a realization how far technology has come and how much we benefit from it in our day to day lives. I can’t remember the last time, if ever, I wrote an essay with a pen and paper. Not being able to go back in and edit and change mistakes as easy as we can with the use of technology. One example of how technology makes our lives easier, and displays redefinition, the 4^thcomponent of SAMR, is the use of in class live online quizzes. Redefinition allows tasks to be possible, that formerly would not have been possible (Rich Colosi Media, 2014). iClicker quizzes, allow teachers to test students in person, with the technology marking each student on the spot and inputting grades. Traditionally, no lecture of 200 plus students would be able to complete a quiz and have all the answers marked and the grades inputted into a computer, in such a short period of time. This allows for on the spot learning, and direct feedback on their answers. I find it helpful and engaging when teachers implement modern technology into the classes. Being a part of a generation raised during the formation of modern day technology, it is extremely beneficial. 

References:

Joe, Linisha, & Human. (2020, September 17). Live streaming class quiz games – blog. Quizalize. Retrieved October 20, 2021, from https://www.quizalize.com/blog/2020/03/18/live-streaming-class-quiz-games/. 

Rich Colosi Media. (2014, June 20). The SAMR Model Explained By Students. https://www.youtube.com/watch?v=OBce25r8vto

How digital design helps students learn. 

The combination of nonverbal and verbal, or images and words, is very important in the learning process. It is found to be the most effective route to learning (Ray Pastore, 2018). Not necessarily just the combination of images and words, but there is criteria for how those images and words are displayed that can positively increase learning. For instance, narration is much more effective for learning than just plain text on a screen is (Ray Pastore, 2018). 

Attached is an example of an effective multimedia design,  a YouTube video “How to tie your shoes- easy for kids!” by The Kidsplainer (2020). Intended for kids to learn how to tie their shoes. Tying shoes is one of the most basic life skill one learns at a young age, that gets carried on through life, so it is important to learn it correctly. In the video, a child is narrating the steps, with the demonstration video playing at the same time. The video includes narration and captions, doesn’t include any extraneous material that could distract learners, as well as gives learners full control by being able to pause, rewind, and fast-forward the video. Multimedia material like this video are very effective methods to help people learn easier and more efficiently. 

References:

Pastore, R. (2018, August 16). What is multimedia learning? what is multimedia? – youtube. YouTube. Retrieved October 6, 2021, from https://www.youtube.com/watch?v=g-sknUVq1mk. 

The Kidsplainer. (2020, March 6). How to tie your shoes – easy for kids! – youtube. YouTube. Retrieved October 6, 2021, from https://www.youtube.com/watch?v=c79wsBqDW1A. 

Utilizing visual multimedia forms to learn can be an effective and helpful method for viewers to better interpret the information. With the use of posters, presentations, brochures, and infographics, viewers can better understand the material in an inviting and engaging way. By visually appealing to the audience, infographics are able to convey important messages (Easelly, 2018). The goal of infographics is for viewers to receive the same information in a more appealing manner by avoiding the concern of wordiness. They should be as simple as possible, with only the most necessary information summarized for ease of reading. Readers will be much more likely to engage in a informational poster if it is inviting and minimal instead of wordy and distracting. The same criteria can be useful for presentations as well, for example PowerPoint, which would help teachers benefit in appealing to students.

The infographic attached above via Canvas is a simple display of some of the key tips involved in creating a successful infographic. The title is displayed in a large, non-distracting font to catch the viewers immediate attention. With a simple subtitle to inform readers of the intent of the poster. The four sections below include brief titles and a very short description of what each of them mean. Overall, infographics ensure an easy and smooth learning process and are effective at catching attention. It is a helpful tool for teachers to include for an easier learning process. 

References:

Easelly. (2018, September 23). What Makes an Effective Infographic?https://www.youtube.com/watch?v=rl9ZcfKt8sY

As we learned last week, learning is a very active process that requires engagement to the material and participation. The Key learning theories discussed all display that learning takes much more than just simply reading an overly detailed PowerPoint to understand the material. One of the most recent theories, the Socio-constructivism theory of learning, established by Psychologist Jean Piaget, emphasizes how learning is an interactive process requiring collaboration and discussion  with others (Polimi Open Knowledge, 2017). Through interactive discussions, one can actively construct information into knowledge by examining and creating theories with others, promoting deep learning. 

A personal example of this theory and how it was successful for my learning was a class I had taken in first year, SOCI 100. In the course, memorization of theories, ideas, and direct examples was necessary for the exams. In preparation for the exams, a group of my peers would get together to collaborate our ideas and help each other better understand the theories. Through active processing, we would integrate the formal definitions into more meaningful information that would stick in our heads better using day to day examples and ideas. Those study sessions helped immensely with my understanding of the material and I still to this day will use the same structure in other classes to collaborate with peers to promote a deeper learning. 

References:

Polimi Open Knowledge. (2017, September 13). A brief history of learning Theories (ariane Dumont). YouTube. Retrieved September 22, 2021, from https://www.youtube.com/watch?v=fgnd4rj2pT8&t=364s. 

Photo Reference:

King, A. (2021, May 12). Why social constructivism is what lone elearners need. eLearning Industry. Retrieved September 22, 2021, from https://elearningindustry.com/social-constructivism-lone-elearners-need.