There are principles guiding the multimedia instructions for learning. The details are discussed in sub-section 2.4.1 and 2.4.2 below.
Cognitive Theory of multimedia learning and Strategies
This theory of multimedia learning is drawn from three theories which are: Dual Coding Theory, Cognitive Load Theory and Constructivist learning Theory. These theories were responsible for development of the multimedia principles guiding learning. These principles are Multimedia principle (where learning is best achieved through text and picture rather than text alone), Modality Principle (learning is best achieved through animation and narration than animation and onscreen text), Spatial Contiguity Principle (learning is best achieved through text and pictures
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Linear ID models follow a step by step process where flexibility or deviation in any step is not allowed. Examples of this category of model are Dick and Carey ID, Seels and Glasgow ID. While the Non Linear ID models such as (G. Morrison, Ross, & Kemp) and Learner Centered ID model allow flexibility of process flow (Melsom, 2010). Comparing the process flow of these models, the nonlinear categories focus more on learners’ characteristics because of its flexibility that incorporates the learner’s need at every stage of the development. The essence of designing a learning system is for the enhancement of learners’ skills. Hence, major concern should be on how the learner will perceive and process the learning content. The brief description of samples of instructional system design is given in section a, b and c below:
a) Dick and Carey Instructional Design Model
This instructional model is one of the popular models used in developing instructional design. It consists of nine phases where one phase has to be complete before the next. It follows a linear style of execution. The nine phases are: Identification of instructional goal, Conduct an instructional analysis, Identify learners’ characteristics, Identify performance objective, Create assessment tool, Create instructional strategy, Develop instruction and Creative formative evaluation.
b) Seels and Glasgow Instructional Design
Is differentiated instruction necessary to meet the needs of all levels of learners within the environment based on learning styles, interests, and readiness levels? Differentiated instruction involves daily assessment, either formal or informal, lots of planning, and a classroom of learners working together as a community (Tilton, 2001). Differentiated instruction is a learner-centered instructional design model that acknowledges that students have individual learning styles, motivations, abilities, and, therefore, readiness to learn.
Understanding by Design, Differentiated Instruction and Standards-based instruction are three methods that are used to instruct students in the classroom and help them succeed when learning. They can be used separately to plan and organize the classroom. Yet used together, they create and promote effective ways for the students to learn and insure that every student in the classroom can reach success. One must understand the different methods and how they work in the classroom before they are able to understand how to instruct with all the methods together.
Thus, strategies are designed for JPC students to tell these safety tips and skills and to reduce the potential of harm and to remain safe during Schoolies Week. For teaching a particular topic, videos are instructional medium that are compelling and generate a greater amount of interest and enjoyment (Kulkarni, 2013). Some studies seem to make an evidence that students are more likely to learn a topic easily when they are energised and engaged in the hands-on learning process. Videos are mostly very demonstration friendly and helps retain and maintain interest for longer periods of time even for those who are inpatient on studying. Using a video also gives students clear concept clarity, as everything can be visualised and explained in detail. Compare to text, visuals tend to be more interesting and engaging
In conclusion, the instructional design and the systematic design process have enabled people who are away from information to access it through the internet in the virtual drives. These ability to learn from a distance commonly known as electronic learning has enabled a huge number of individuals to gain great knowledge that they would otherwise have not achieved. The instructional design and systematic design have made the access of information easier for everybody who has access to tools that help the access the internet.
Multimedia technology has created a major impact in the instruction-learning process by developing new concepts and by innovative teaching techniques. Multimedia also plays an increasing role in influencing young people’s nutrition and physical activity choices. Malaysia (2010) states “it seeks to create a generation of learners whose learning is defined as "the ability to retain, synthesize, and apply conceptually complex information in meaningful ways." Therefore, the purpose of this lesson is to investigate students’ understanding of developing a multimedia project within a constructivist-based learning environment. The multimedia project will help students to develop and acquire skills that meet the demand of future professions in collaborative and teamwork skills, critical thinking and understanding of a topic area, as well as seeing the real-world relevance of the work (Malaysia, 2010).
Instructional Design is a systematic approach to design, evaluation and management of instruction. It helps to facilitate learning in an effort to improve. There are many models that have been developed to assist in the design of instructional materials. This paper will compare three: ADDIE, ASSURE and Kemp with a focus on online learning.
Luchoomun, D.; McLuckie, J.; van Wesel, M., 2010, Electronic Journal of e-Learning, v8 n1 p21-30, Retrieved from http://www.eric.ed.gov/EJ880096.pdf.
An Instructional Design Model is a framework for instruction, used by many trainers and educators, which helps to identify and explain the steps associated with the instruction process. (Rosenberg, 1982) Instructional design models attempt to identify the needs of the learner, and provide a process through which a course will be taught. Steps within the model help instructors to break down the courses they teach into a series of steps or parts in order to ensure the intended outcomes of learning are being met. Many different models of instructional design have been written including the Dick & Carey model, the ADDIE, and the Kemp ISD model; however, for the purpose of this paper, comparison of the Dick & Carey Model of Instructional Design and the ADDIE model will be the main focus. (Andrews & Goodson, 1980)
Lewis and Schalkwyk (1997:59) states that teaching materials attend to different domains in the development of the student which must be taken into consideration when including audiovisual materials are planned and developed:
Gagné’s approach to instructional design is considered a seminal model that has influenced many other design approaches and particularly the Dick & Carey systems approach. Gagné proposed that events of learning and categories of learning outcomes together provide a framework for an account of learning conditions. The diagram below, from the third edition of The Conditions of Learning (Gagné, 1977), illustrates his vision of how the events of learning impact the conditions learning, which ultimately result in the learning outcomes, or learning capabilities.
There are essential competencies we must possess to achieve the presentation of effective instruction. We must first analyze the content while keeping the instructional strategies, tactics, technologies, and delivery methods in mind. This is a necessary step because different content types require different strategies. An associated cost-benefit analysis will also help guide us in determining whether to purchase, create, or modify existing materials. Subject-matter experts can assist in supporting and modifying this collection of content. Their collaborative input of expertise, wisdom, and knowledge can be invaluable to the transfer of learning. Regardless of how well we conduct the design process, obtaining the most ...
According to Stair “Multimedia is computing our way to Educational Reform.” The concept of multimedia has existed for many years. There is lot of confusion about what exactly Multimedia is. A simple way of defining multimedia is that it denotes the combination of several media to transport information in several forms from one point to another. The technology of using text and words, diagrams, graphics, sounds and video images collectively to show everything more effectively is called as Multimedia. Multimedia is a powerful tool for making presentations, also multimedia offers unique advantages in the field of education. For instance, text alone simply does not allow students to get a feel. Multimedia enables us to provide a way by which learners can experience their subject in a vicarious manner. The key to providing this experience is having simultaneous graphic, video and audio, rather than in a sequential manner. Lau (2013) describes three primary forms of technologies to deliver multimedia content; communication technologies to impart information, social networks to collaborate and interact and gaming, a relatively new form of educational technology that aims to turn educational content into an
Resources are designed to support us as teachers to plan, deliver and assess our teaching and lesson delivery. All the materials and books, a variation and diversification of approaches, resources used for different learning styles, in order to meet the needs of all my students were contributing to the professional development and continuing education. Preparing visual prompts to stimulate, the use of colour in my slides, always helped to stimulate the interest and emphasise the key points in my teaching. However, computer-based technology, provided opportunities to develop ICT skills. Thus, through class sessions and little practice students were developing skills to use it, and create professionally looking and visually stimulating slides. As teachers, we must be willing to encourage our students to become active participants in their learning, creating opportunities to actively engage all
Al-Fahad (2009) states that the advancement in “interactive multimedia technologies which promise to facilitate ‘individualized’ and ‘collaborative’ learning”, is playing an undeniable role in the process of language teaching and learning. Therefore this is not a new phenomenon. Teachers and researchers have always been working on this field to find a better way of using
The corresponding Internet site for this textbook greatly improves the overall effect on the education of students. Students have quick access to any part of the text. They also receive visual and audio stimulation, which has been proven to increase the amount of information the student remembers. Some students are simply not strictly audio learners. Listening to a professor or teacher lecture sometimes just isn't enough for students. With the site they can review material quickly and easily and see the multimedia imagery at their own pace. Students can even take practice tests to see if they have learned the material.