Category: Blogs

Principles of Multimedia Learning- Blog post 2

I have learned a lot in the short amount of time that I have been exposed to and actively exploring multimedia and interactive learning. I was quite nervous initially to begin to look at some of these ideas due to my lack of prior knowledge on technology. However, something that I found to be very interesting is how closely linked all the principles discussed in regards to multimedia learning to the ways we have been learning to teach throughout the duration of our education degrees.  This week I have come to see that because the principles are so closely related, using technology is not as foreign and scary of a concept for me to engage with anymore.

One principle, the collaboration principle, stating “People can learn better with collaborative online learning activities” (Mayer, 2014) is one principle that I strongly agree with. I have always believed from personal experiences that I learn better when I have others to share ideas and build on each other’s ideas with. Previously, I have thought of activities centered around technology to be individual based. That is not the case at all, and I am eager to learn more about ways to incorporate collaboration into multimedia and interactive learning throughout my practicum and other future teaching I engage in.

The self-explanation principle and the feedback principle are two more ideas that I was particular drawn to. The self-explanation principle states that “People learn better when they are encouraged to generate self-explanations during learning” (Mayer, 2014), whereas the feedback principle states that “People learn better from multimedia lessons when they receive explanative feedback on their performance” (Mayer, 2014). I found it interesting to see that a balance of the two needed to promote the most effective learning possible. This reminded me of my past playing and coaching sports. I agree that in situations where you are learning something new, it is of equal importance to gain feedback from others to identify areas where improvements can be made and to think individually and attempt new things independently in order to make progress. I believe the balance could be different for different individuals, so as a teacher identifying the students’ needs is something that may have to be learned.

These principles of multimedia learning, as well as others, are important not only in teaching multimedia and while incorporating technology, but in every area of teaching and learning. These principles are something that I will continuously look back on to ensure best practice while learning how to teach using multimedia.

 

 

 

 

 

 

 

 

 

 

 

References

Mayer, R. E. (2014). The Cambridge Handbook of Multimedia Learning. Retrieved from https://doi-org.ezproxy.library.uvic.ca/10.1017/CBO9781139547369

Multimedia and Interactive Learning Blog Post

Using technology that is “in sync with how people learn” (Mayer, 2014) is what really resonated with me when I began to think about how historical uses of multimedia influence technology use today. As somebody who has never been naturally gifted or knowledgeable when it comes to technology, this idea was really powerful. I have found that when incorporating technology into assignments it has felt forced. I now realize that I was unknowingly using a technology centered approach. As I thought about these articles and video, I began to understand how technology could be used to aid learning in a more organic and useful way. Throughout the education program, one thing that has been repeatedly stressed is the importance of relationships and using a learner-centered approach in teaching. I had never heard this term used to relate to technology, however, until now. Non-digital technologies are used daily in a classroom setting in order to promote student learning, participation, and understanding of concepts, so by using technology with those goals in mind, students will be better able to relate to, and comprehend new information.

I have come to understand that students learn best when they are able to become engaged in their learning. When digital technologies are used with a learner-centered approach, it allows students to become actively engaged with their learning, similarly to how non-digital multimedia approaches historically allow for better results. This approach would allow opportunity for each student to find interest in a topic because it is adapted to promote learning because it is designed around how the human mind naturally works.

I have struggled with technology in the past because I have attempted to use it to “provide access to information” (Mayer, 2014), rather than to “aid human cognition” (Mayer, 2014).  I can think back to one experience in school when this was not the case. I did not realize at the time why all of a sudden, I liked using technology for an assignment, but it was because it was using a learner centered approach.

In high school, we did a book report as a podcast and the teacher gave feedback using the same format. I found this allowed for a really personalized approach which allowed for a lot of flexibility, and has been something I thought back on when lesson and unit planning in the education program. I now realize that there are ways other assignments could have been easily adapted to allow students to better relate to and understand the learning outcomes using a learner centered approach to technology. I am eager to learn more ways to use technology to inform and engage students.

 

 

 

References

Mayer, R. E. (2014). The Cambridge Handbook of Multimedia Learning. Retrieved from https://doi-org.ezproxy.library.uvic.ca/10.1017/CBO9781139547369