Upon completion of this course, faculty members will be able to:
1. Define Mayer's Cognitive Theory of Multimedia Learning.
2. Illustrate examples of how media has been used in the classroom environment.
3. Outline best practise use for media within the classroom.
Before we begin, consider your multimedia experience in the classroom.
Think about your teaching experience in the classroom. What types of media worked for you, and how did media influence the classroom environment?
Now consider what you might hope or expect from a virtual classroom environment. What do your students expect in a classroom experience today?
Perhaps more importantly, what engages your students in learning, and what are their limitations? Finally, how do you know when you've achieved the balance between engaging a student, and overwhelming them?
1. After adding your response to the Padlet Board, we will next consider and define the Cognitive Theory of Multimedia Learning, and how the media you enjoy can best be presented to students.
Please read each step in the instructions fully prior to participating in the exercise.
Click on the brain to the left to view a short video on the Cognitive Theory of Multimedia Learning.
Select the "I'm a New Student" option, and add your information.
Enter the class code: e141gZ
Upon completion of the video, return to this course tab and resume the lesson.
2. Take a moment to review the assumptions...
3. Next, click on each topic below to review working memory, cognitive overload, and what this means in your instruction.
Working Memory and Cognitive Load
When the Brain receives information
The capacity of the brain to integrate information is accomplished through a system of subcomponents that hold temporary information and then processes it so that several pieces of verbal or visual information could be stored and integrated.
Once a limit is attained, the brain will not integrate further information.
cognitive load concerns
Instructional presentations are often accompanied by a liberal use of multimedia that is intended to engage and add excitement to the lesson, holding the learner’s attention.
Because of working memory’s limits to taking in information, these visual and auditory components can risk exceeding cognitive load and do not always make for sound instructional design in their delivery. This can quickly become counter-productive to learning.
4. Let's conclude by reviewing some multimedia tips for instruction and Reviewing the Material.
Instructor tips for audio and visual content
Literature and recommendations for Cognitive theory of Multimedia Learning
5. This concludes the course. Please see below for design process and the reasoning for selecting Cognitive Theory of Multimedia Learning as a professional development opportunity for faculty.
Why I chose Cognitive Theory of Multimedia Learning...
Now more than ever, faculty are caught in the middle of an educational paradox - teaching to what education was, planning to teach for what it will be, and being held accountable for what is in the here and now. I find more than ever that professors aren't necessarily resistant to aiding in the design of education for the modern learner, they simply just don't know how to get started. In my field, the need to explain Mayer's Cognitive Theory of Multimedia Learning happens quite often for the over exuberant faculty who want to throw every bell and whistle into the course, for the nervous faculty who want to do well but don't know where to start, and also as a system check for those faculty who regularly take part in the birth of a virtual course and want to test the boundaries. From a biological perspective, you can have the best, and even worst faculty in the world at your disposal, but the key to a quality virtual course lies in the cognitive response to the delivery of content. We know too much to wonder "why students won't learn" a topic. Rather, it is a matter of whether they "can or can't" learn the topic given the presentation of material in the right environment and conditions.