Kimbrilee Schmitz Paper

Kimbrilee Schmitz Paper

Kimbrilee Schmitz Paper

Kimbrilee Schmitz 

2 posts

Re:Module 7 DQ 1

Multi-media instruction can invoke multi-tasking in learners on voluntary and involuntary levels. Several information channels may be in operation and may be activated consciously or unconsciously. During learning, one or more channels may be utilizing the maximum cognitive resources available. Under those conditions, cross-channel interference may be more likely. In light of the phenomena of voluntary and involuntary initiation of cognitive tasks by multi-media presentations are multi- or mono-media instructional materials more efficacious to learners? Why? Kimbrilee Schmitz Paper

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Multi-media instruction uses both words, spoken or written, and pictures to teach, it may also use interactive activities. Multi-media instruction is done so that more than one of our senses is used to learn information. By using multiple senses (auditory/visual) at the same time allows a learner to store information in multiple places which should enhance memory recall at a later time (Mayer, 2014). A person may be voluntarily listening to a video clip while involuntarily seeing the pictures flashed on the screen. They may not realize they are using multiple senses to learn the information but when needed they may use the information that was seen and not heard to recall the information learned. The problem with multi-media instruction is that it may overload the cognitive resources of an individual.

Mono-media instruction involves only one sense (visual or auditory) at a time. An individual can hear the information, read the information or see the information in pictures. This type of instruction will not cause cognitive overload, but may also lead to the information only being stored in one place. At times information that is auditory may be stored as visual if an individual has prior knowledge of what the information should look like (Mayer, 2014). Because multi-media instruction taps into more areas where an individual can store information it is usually the best for instructional material.

Resource:

Mayer, R. E. (2014). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 43-71. Retrieved from: http://files.onearmedman.com/fordham/mayer2005ch3.pdf

Chris Traffanstedt 

1 posts

Re:Module 7 DQ 1

There are numerous articles that have shown that multimedia learning is favorable to increase learning in students (Liew & Tan, 2016). However, does this mean that multimedia learning ought to always be used in times of instruction? Liew and Tan (2016) have shown that mood impacts learning and learning transfer. They have shown that positive mood greatly enhances this learning process. Yet, negative mood seems to enhance more mono-style learning. This ought to make sense for with a negative mood comes distractions and multimedia is an overload of information to the distracted student.

As with so many different issues I would argue that multi or mono media learning is based upon the student as well as the mental situation of that student. The obvious problem here is that it is not always easy to tell the mood of a student; another is that in a group there can be many different moods going on within any given class hour. Thus, it would make picking when to use multi or mono learning difficult. Therefore, it would be wise for the teaching to mix up using multi and mono learning within the classroom. This could also help a student to learning more than one method of learning and use different aspects of their cognitive abilities.

It is always dangerous to rely upon one teaching style for a large group of students and when you factor into mood the teacher will always have their hands full in the learning process. This also challenge the teacher to learn ways to help establish a mood within the classroom that can then help grow the students cognitive activities.

Liew, T. W., & Tan, S. (2016). The Effects of Positive and Negative Mood on Cognition and Motivation in Multimedia Learning Environment. Journal Of Educational Technology & Society, 19(2), 104-115.