Post on 19-Mar-2017
Krista GreearAssistant DirectorDisability Resources for Studentsgreeark@uw.edu
Cognitive Theory of Multimedia Learning
>Been in industry since 2007>Working on Masters since 2014
Backstory
Agenda>Theory>Reaction>Analysis >So what?
Cognitive Theory of Multimedia Learning
>Hypothesis: learning by pictures and words is better than words alone
>How to maximize learning when using pictures and words
Words>Printed text>Spoken text
Pictures
Cognitive Theory of Multimedia Learning
Cognitive Theory of Multimedia Learning
Why So Interesting?>Convert textbooks and documents
into accessible formats>Convert videos into accessible
formats>Work with websites as needed
All I do is work with multimedia!
(1) Dual-channel>a channel for processing
visual/pictorial (pictures) >a separate channel for
processing auditory/verbal (words)…
– Baddeley’s theory of working memory
– Paivio’s dual coding theory
(2) Limited capacity >…each channel has a limited
capacity and…
– Sweller’s cognitive load theory
(3) Active-processing>…active learning occurs when
learner engages in cognitive processing (Moreno & Mayer, 2002).
– Cognitive theory
What’s the Problem?
(1) Dual-channel>a channel for processing
visual/pictorial (pictures) >a separate channel for
processing auditory/verbal (words)…
Concerns>Assumes that both channels
work similarly across all humans– Blind? Deaf? Auditory processing
disorders? Deaf-Blind? Traumatic brain injuries? Learning disabilities?
>What about tactile? Where’s that “channel”?
(2) Limited capacity >…each channel has a limited
capacity and…
Likes>Emphasizes cognitive load
theory
Concerns>Does not account for differences
in capacity in two channels– Blind humans often listen to
content 2-3 times faster than non-blind humans
(3) Active-processing>…active learning occurs when
learner engages in cognitive processing (Moreno & Mayer, 2002).
>Neuroplasticity
General Concerns
General Concerns> Individual differences
– Although human brains all share the same basic recognition architecture and recognize things in roughly the same way, our recognition networks come in many shapes, sizes, and patterns. In anatomy, connectivity, physiology, and chemistry, each of us has a brain that is slightly different from everyone else’s. (Rose & Meyer, 2002, p. 17).
“Evidence-based” Principles of CTML
Coherence Principle>Use simpler visuals to promote
understanding>Avoid irrelevant graphics, stories,
and lengthy text>Avoid irrelevant videos, animations,
music, stories, and lengthy narrations
Contiguity Principle> Integrate text nearby the graphic on
the screen>Avoid covering or separating
information that must be integrated for learning
>Allow learners to play an animation before or after reviewing a text description
Segmentation Principle>Break content down into small topic
chunks that can be accessed at the learner’s preferred rate (using a continue or next button)
>Use a continue and replay button on animations that are segmented into short logical stopping points
Multimedia Principle>Use relevant graphics and text to
communicate content>Use explanatory visuals that show
relationships among content topics to build deeper understanding
Redundancy Principle>Do not present words as both
onscreen text and narration when there are graphics on the screen
Implications
Universal Design for Learning>accommodate the widest spectrum of
users without individual adaptation or specialized design (Rose & Meyer, 2002)
>addressing the divergent needs of special populations increase[s] usability for everyone (p. 71)
Intellectual Crisis>CTML (theory) vs UDL (framework)> Instructional Design vs Disability
Services>Research vs reality
Need Cross Collaboration