Archive for 1/1/10 - 2/1/10

The Cognitive Case for Multimedia Learning

HANOVER, GERMANY - MARCH 04:  A woman holds a ...
Having used a great deal of interactive media in every course I teach, it was an appealing challenge to create a presentation justifying the use of multimedia in the classroom. Recently, my school's Technology Planning Committee (TPC) shifted its focus (thankfully) to showcasing thoughtful uses of technology by classroom teachers. I was asked to gather exemplars and provide a rationale.

To be honest, I hadn't really thought too deeply about why multimedia is so effective -- instinctively, I just felt it had to be. Text with pictures and sounds must be better than text alone. But was I confusing simple engagement with meaningful learning?

Thankfully, there is a wealth of research as well as a generous number of individual teachers in my school. After consulting Richard E. Mayer's The Cambridge Handbook of Multimedia Learning, I was able to provide a research-backed framework for my fellow teachers to exhibit their exemplary lessons. We all came to the simple realization that effective technology usage can only be achieved via sound pedagogy:
"It's not the specific media that creates learning, it's the educational design that creates learning" (Mayer)
Below is a slide share of the presentation we delivered for the TPC. Beyond the research cited, clearly the most affecting portion of the meeting were the student voices featured, some of them amazingly confessional or deeply perceptive.


Enhanced by Zemanta

Disclaimer

Although this blog is authored by New Trier High School (NTHS) staff, the audience is global and the views expressed here do not necessarily represent those of NTHS as an institution.

Copyright and Fair Use

This site contains images and excerpts the use of which have not been pre-authorized. This material is made available for the purpose of analysis and critique, as well as to advance the understanding of technology in education. 
The ‘fair use’ of such material is provided for under U.S. Copyright Law. In accordance with U.S. Code Title 17, Section 107, material on this site (along with credit links and/or attributions to original sources) is viewable for educational and intellectual purposes. 
If you are interested in using any copyrighted material from this site for any reason that goes beyond ‘fair use,’ you must first obtain permission from the copyright owner.