Learning Design: Interactive Multimodal Environments

“The most effective learning environments are those that combine verbal and non-verbal representations of knowledge using mixed-modality presentations.” (Mayer & Moreno, 2007) Multimodal learning environments involve both the auditory and visual sensory modalities of the learner. Interactivity, the characteristic of multidirectional communication, has the ability to further increase learning in a multimodal environment. Along a continuum of interactivity, learning environments can range from highly interactive to non-interactive. Based on the knowledge construction view of learning, interactive multimodal learning environments “guide [the] learner to actively make sense of the instructional materials”, toward promoting “deep cognitive processing.” (Mayer & Moreno, 2007)

Mayer & Moreno list the 5 types of interactivity as:
Dialoguing- ask question/ receive answer or give answer/ receive feedback
Controlling- determine pace and/or order of presentation
Manipulating- control parameters, zoom in or out, move on screen objects
Searching- find new content material through query, range of options, and selection
Navigating- select content areas from various available information sources

Clark & Mayer list several principles for multimodal learning as:
Contiguity- Present text and graphics in an integrated fashion
Redundancy - Avoid on screen text and simultaneous narration
Coherence - Avoid content inessential to instructional goal
Personalization- Use conversational style
Segmenting - Break complex lessons into segments
Pre-training - Elliminate extraneous processing by providing some material in advance

Reference:
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309–326.

Clark, R., and Mayer, R. (2007). e-Learning and the Science of Instruction. 2nd edition. San Francisco: Pfeiffer.

Learning Design: Activities

There are 3 types of activites ISDs need to incorporate in virtual learning programs: Absorb, Do, and Connect. Ask yourself, what knowledge does the learner need to absorb? What skills does the learner need to do/perform? What area of life does the learner need to connect the knowledge and skills to?

Absorbing information can be done through presentations, storytelling, reading,and/or real or virtual field trips. Multimedia is often a great way to engage students in order to be sure they process given information. Use PPt, videos, podcasts, live lecture and discussion, or a live demonstration.

Do activities transform absorbed information into knowledge and skills through practice, hands on tasks, and teamwork. Learners can discover trends and principles through case study and role playing. Simulated environments can help learners make decisions and take action.

Connect newly found skills to real life by thinking deeply, researching, and referencing the application of knowledge. Learners are encouraged to openly consider the impact, context, and concept involved in their studies. They summarize and evaluate information, consult various resources, and create original work and ideas of their own.

Recommeded Activity Allocation
Absorb (extract and comprehend knowledge) - 40%
Do (excersize/automate/explore acquired abilites)- 50%
Connect (trigger conceptual breakthroughs/ relate to prior learning)- 10%

Reference
Currently reading: E-learning by Design By William Horton
Online @ http://www.horton.com/portfolioactivities.aspx

Learning Design: Cognitive load theory (CLT)

Cognitive load theory is designed to increase learner performance and decrease learner mental effort. “E=P-ML: Efficiency= Performance– Mental Load” (Clark, Nguyen, & Sweller, 2005). If mental load ever exceeds learner performance than the resulting learning efficiency is negative.

How it all works: Working memory (WM) actively forms knowledge structures called schemas that are then stored in long term memory (LTM). However, WM has very little storage capacity, and is easily overloaded. WM can only process “7 +/- 2” schemas of memory at a given time. The complexity of the schemas a person is able to process in WM varies with that person’s expertise and experience level. The more knowledge and skills stored in LTM, the greater the WM capacity of complex schemas.



Processes of learning: Attention, Activation of prior knowledge, Elaboration and rehearsal, and Encoding and retrieval (Clark, Nguyen, & Sweller, 2005)

Learning can be deeper when participants have multiple sensory opportunities to encode information into LTM schemas. Incorporate text and visuals in the most cognitively efficient manner possible. In addition, efficient use of both visual and auditory modalities extends WM capacity. Evidence is found that dual encoding with either two visual or two auditory components overdrives WM capacity, but one auditory and one visual component maximizes the capacity of each processor in WM.

Applying cognitive load theory to PowerPoint: Using PowerPoint simply as a “convenience for the speaker can be punishing to both content and audience” (Tufte, 2003). Slide presentation software like PowerPoint often stacks so much textual information in such little time frames as to hinder the cognitive processing capabilities of the audience.

Lesson: Be cognizant of your audience, choose media that help extend the WM capacity of your learners with the hope that they are able to retrieve, maintain, and incorporate knowledge into their LTM schemas.

References:
Clark, R.C., Nguyen, F, & Sweller, J. (2005, December) “Efficiency in eLearning: evidence based guidelines to manage cognitive load”. Pfeiffer.

Tufte, E. (2003, September). PowerPoint Is Evil. Power Corrupts. PowerPoint Corrupts Absolutely. Wired.