Interactive Multimodal Learning Environments

Sam Russell
Mind Map by Sam Russell, updated 9 months ago More Less
kaylamclaughlin8
Created by kaylamclaughlin8 over 5 years ago
Sam Russell
Copied by Sam Russell 9 months ago
1
0

Description

A concept map of an article on interactive multimodal learning environments.

Resource summary

Interactive Multimodal Learning Environments
1 by Roxana Moreno & Richard Mayer
2 published in 2007 in Educational Psychology Review
3 five design principles
3.1 guided activity

Annotations:

  • -similar to the guided discovery principle in multimedia learning (de Jong, 2005) -structure and guidance, rather than open-ended exploration, is key in order to prevent extraneous processing
3.2 reflection

Annotations:

  • priming students to reflect is an example of dialoguing interactively
3.3 feedback

Annotations:

  • another example of dialoguing interactively
3.3.1 feedback principle

Annotations:

  • novice students learn better with explanatory rather than corrective feedback alone
3.4 pacing

Annotations:

  • -example of controlling type of interativity -benefits of pacing may reside on cognitive load reduction 
3.5 pretraining

Annotations:

  • form of dialoguing interactively
3.5.1 pretraining principle

Annotations:

  • students learn better when receiving pretraining that activates or provides relevant prior knowledge
4 directions for future IT research
4.1 games and simulations

Annotations:

  • Which features of games and simulations improve learning of which kinds of knowledge for which kinds of learners?
4.2 pedagogical agents

Annotations:

  • research is needed that pinpoints the features of agents that hurt learning and those that improve learning
4.2.1 internal vs. external properties

Annotations:

  • -internal: methods used during instruction -external: voice/image charateristics
4.3 digital libraries

Annotations:

  • the examination of interactivity methods that are germane to any engine or hypermedia program, such as searching and navigating
4.4 case-based learning

Annotations:

  • investigating the conditions for designing effective learning from interactive multimodal environments that include cases in video and other formats
4.5 embedded authentic assessment

Annotations:

  • -learners take part in a simulation of an authentic task -research is needed to determine whether this type of interactive learning environment can serve as a venue for valid, reliable, and efficient assessment of student knowledge
5 two views of learning
5.1 information acquisition

Annotations:

  • -Behaviorist -knowledge flows from the instructor to the student -environments tend to be non-interactive
5.2 knowledge construction

Annotations:

  • -Constructivist -learner is a "sense-maker" who incorporates new knowledge with existing knowledge; goal of instruction is to guide the learner through the process of making sense of the instructional materials
5.2.1 interactive multimodal learning environments
5.2.1.1 cognitive-affective theory of learning with media (CATLM)

Annotations:

  • Moreno (2005a) (a) humans process different information modalities differently (b) within each channel, only a few pieces of information can be processed at any one time (c) meaningful learner occurs through selecting, organizing, and integrating new information with existing knowledge (d) long-term memory = dynamic & evolving; holds memory for past experiences and memory for general knowledge (e) motivational factors increase/decrease cognitive engagement (f) learning is mediated by metacognitive processes (g) how much a student learns with specific media may be determined by their past knowledge/abilities
5.2.1.1.1 processing
5.2.1.1.1.1 extraneous processing

Annotations:

  • originates from a poorly designed learning task
5.2.1.1.1.1.1 representational holding

Annotations:

  • the holding of a mental representation in working memory during meaning-making process
5.2.1.1.1.2 essential processing

Annotations:

  • required to mentally select new information presented in working memory
5.2.1.1.1.3 generative processing

Annotations:

  • making sense of new information
5.2.1.2 present content knowledge verbally and non-verbally

Annotations:

  • Paivio (1986)
5.2.1.2.1 multimedia principle

Annotations:

  • student understanding is improved by adding a non-verbal representation of knowledge to complement the verbal representation; the "tell me AND show me" idea
5.2.1.2.2 modality principle of instructional design

Annotations:

  • the most effective learning environments are those that combine verbal and non-verbal representations of the knowledge using mixed-modality presentations
5.2.1.3 what happens depends on the actions of the learner
5.2.1.3.1 interactivity

Annotations:

  • between student and instructor, student and other students, etc.; as opposed to a one-way interaction between insructor and learner
5.2.1.3.1.1 the goal of interaction = to foster learning
5.2.1.3.1.2 five types
5.2.1.3.1.2.1 dialoguing

Annotations:

  • learner can ask/answer questions and receive feedback
5.2.1.3.1.2.2 controlling

Annotations:

  • learner determines pace and/or order of learning episode
5.2.1.3.1.2.3 manipulating

Annotations:

  • learner can control aspects of presentation
5.2.1.3.1.2.4 searching

Annotations:

  • learner can engage in information seeking
5.2.1.3.1.2.5 navigating

Annotations:

  • learner can determine content of a learning episode by selecting from various available sources (e.g. a menu)
Show full summary Hide full summary

Similar

5 Steps to Learning Success
Andrea Leyden
Innovative Uses of Technology
John Marttila
Inclusive Education: Background and Theory
Maisie Rose Woodward
Sociology: Education
Siobhan Lee
Bullying: Background
Maisie Rose Woodward
Bullying: Theories
Maisie Rose Woodward
The GoConqr Guide to End of Term Exams
Sarah Egan
Using GoConqr to teach French
Sarah Egan
Teaching Using GoConqr's Tools
Micheal Heffernan
Using GoConqr to teach Maths
Sarah Egan
4 Lesson Planning Tips for Teachers
Micheal Heffernan