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MI strategies in multimedia

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Your Role as an ID

People usually have one or more learning styles.

Design activities that address different modes oflearning.

Utilize multiple instructional strategies. Within von Wodtkes (1993) definition of

multimedia, multiple media elements such astext, sound, graphics, animation, video, imaging,and spatial modeling are combined within acomputer-based environment for the purposes ofinstruction.

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Implications of Learning Styles in Online

Learning

LearningStyle

Preferenceforinformationacquisition

Best online learning formats Best classroom learningformats

Visual/Non-Verbal

Uses graphics ordiagrams torepresentinformation

Visually appealing PDFs or RTFs thatcan be printed out

Still images or video representations,animations Flow charts, graphs, simulations,tables, animated case-studies Option to change interface colors Advanced organizers

Supplement lectures with film, video,maps and diagrams. Participant handbooks or job aids withcharts & diagrams

Visual/Verbal

Prefers to readinformation

PDFs or RTFs that can be printedout; discussion forums

Option for taking notes Presentation mode Case studies Additional resources for reading

Use visual aids like flipcharts, blackboard, presentation Participant handbooks Job aids

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Implications of Learning Styles in Online

Learning

LearningStyle

Preferenceforinformationacquisition

Best online learning formats Best classroom learning formats

Auditory/Verbal

Prefers to listento information

Streaming Audio in elearning Audio of course lectures;

Audio interviews with subject-matterexperts NPI toolkits with music and voice over Offline discussions Collaborative tools ability to talk topeers or SME through online learning Web conferencing, video conferencing PDFs or RTFs that can be printed out;discussion forums

Lecture and participating in groupdiscussions and activities (role plays) Listening to audio or video tapes

Tactile/Kinesthetic

Prefers physicalhands-onexperiences

Drag & drops, MCQs etc Simulations Ability to use key board shortcuts Field work or labs offline, paired withreflection and discussion online

In-class demonstrations, hands-onlearning experiences, and fieldworkoutside the classroom Lab work Team-building exercises

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Some More Examples in Classroom Learning

Learning Styles Best Learning Formats

Visual

Examples of activities- visual presentations, art activities, imagination games, mind-mapping,metaphor, visualization

Examples of materials- graphs maps, video, LEGO sets, art materials, optical illusions, cameras,picture library, graphic organizers, posters, diagrams, framing or webbing materials

Examples of instructional strategies- see it, draw it, visualize it, color it, mind-map it, use visual aidwhen you teach, highlight important information, structure an outline for assignments, use visualorganizers

Auditory/Verbal

Examples of activities- lectures, discussion, word games, story telling, choral reading, journal writing

Examples of materials or adaptations- books or novels on tape, tape recorders or any auditoryequipment, pair oral instructions with written instructions, delivery model is visual as well as auditory,music related activities

Examples of instructional strategies- read about it, write about it, talk about it, listen to it

Tactile/Kinesthetic

Examples of activities- hands on learning, dance, drama, sports that teach, tactile activities,relaxation exercises

Examples of materials and adaptations- building tools, using clay, sports equipment, manipulatives

Examples of instructional strategies-build it, act it out, touch it, get a gut feeling of it, dance it.

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Figure 1. The development of theoretically-sound pedagogy.

EmpiricalFinding

CognitivePrinciple

GeneralPedagogy

SpecificPedagogy

One learns more fromnarration &animation than

narration or animation alone.

Constructing mental modelsfrom narration & animationenhances comprehension.

Usenarration & animation to

explain and clarify concepts.

Usingnarration & animation to

explain and clarify planetarymotion.

R E SE A RC H

P E DA GO G

Y

Research

Pedagogy

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Principle Definition

Multimedia Principle Individuals learn, retain, and transfer information better when the instructional environment involves words and

pictures, rather than word or pictures alone.

Modality Principle Individuals learn, retain, and transfer information better when the instructional environment involves auditory

narration and animation, rather than on-screen text and animation.

Redundancy Principle Individuals learn, retain, and transfer information better when the instructional environment involves narration

and animation, rather than on-screen text, narration, and animation.

Coherence Principle Individuals learn, retain, and transfer information better when the instructional environment is free of extraneous

words, pictures, or sounds.

Signaling Principle Individuals learn and transfer information better when the instructional environment involves cues that guide an

individual's attention and processing during a multimedia presentation.

Contiguity Principle Individuals learn, retain, and transfer information better in an instructional environment where words or narration

and pictures or animation are presented simultaneously in time and space.

Segmentation Principle Individuals learn and transfer information better in an instructional environment where individuals experience

concurrent narration and animation in short, user-controlled segments, rather than as a longer continuous

presentation

Definitions of the Principles Arising from the Cognitive

Theory of Multimedia Learning