Interactive Multimodal Learning Environments

kaylamclaughlin8
Mind Map by , created almost 4 years ago

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

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kaylamclaughlin8
Created by kaylamclaughlin8 almost 4 years ago
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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)