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Annotated Bibliography 12
Derry, S., Sherin M. G., & Sherin B. (2014). Multimedia learning with video. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 785-812). New York: Cambridge.
Derry, Sherin, and Sherin (2014) discuss how instructors comprehend their teaching with moving pictures, or video. Instructors can first be a part of group that discusses what happens in the instructional setting with moving pictures. Second,instructors can use moving pictures to see how other instructors solve instructional issues in their instructional settings during professional development. Third, moving pictures can help improve initial instruction for instructors.
Overall, instructors benefit from viewing moving pictures when it is not utilized as a final evaluation tool. Furthermore, moving pictures should look at how an instructor is stating material, how an instructor is implementing instruction, what activities are present during instruction, and what the instructor has witnessed during instruction (Derry, Sherin, & Sherin, 2014, p.798). When presenting moving picture material to learners, an instructor must be aware of the multimedia principles by Mayer to minimize unnecessary mental burden on the learner (Derry, Sherin, & Sherin, 2014, p.805).
Rouet, J. & Britt, A. (2014). Multimedia learning from multiple documents. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 813-841). New York: Cambridge.
Rouet and Britt (2014) discuss how best written material, or documents, should be constructed for learners. Learners need to be aware of where, when, and who of the written material before examining the written material. Written materials presented to learners needs to have consistency, which requires the learner to access higher level analytic skills to make sense of the material.
Two new principles are introduced: the sourcing principle states that learners take specific features of written materials to solve a problem situation (Rouet and Britt, 2014, p.823). Also, the sourcing principle is largely dependable of the where, when, and who of the written material if the learner is going to utilize that information to solve a problem situation (Rouet and Britt, 2014, p.823). Evaluation of the material is a skill that must be taught in order for learners to access reliable information to solve future problem situations.
The second principle is the multiple text integration principle, which means the learner gains an extensive interpretation of the problem situation when looking at various written materials (Rouet and Britt, 2014, p.827). In sum, instructional designers need to teach interpretative and evaluative strategies for learners in order to solve written material problems.
Clark, R. C. (2014). Multimedia learning in e-courses. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 842-881). New York: Cambridge.
Clark (2014) explain how pictures and words should be presented in online learning formats. Contemporary technology has allowed learners the ability to get instruction in various modalities. Learners tend to perform better where the instructor is available and discussion is allowed than formats where interaction is limited. When evaluating online learning, learners perform better online than real time due to the instructor's methods and the ability to socialize with peers on assignments.
Instructional designers, when creating online learning environments, need to be wary of the modality and redundancy principles (Clark, 2014, p. 851). However, the modality principle is not a problem when instruction is heavily worded, instruction has no pictures, the picture can give enough analysis to the learner, the language in the instruction cannot be understood, and learners can manipulate the instruction (Clark, 2014, p. 851-852). The redundancy principle is not an issue when spoken words help explain written words and a picture is easily understood or not included (Clark, 2014, p.853).
Furthermore, instructional designers need to provide completed problems at the beginning of instruction to learners so they can understand and solve a problem situation- worked examples should not be utilized during the whole course of instruction due to the unnecessary mental burden. Also, instructional designers need to make decisions when to include moving or static pictures to help explain problem situations. When instructing about processes, moving pictures should be utilized- other types of knowledge should be presented as static pictures.
When giving comments, this information should be from real persons or the comments should explain the steps of the problem situation. If learners are given manipulation over instruction, they should have previous ability to complete the task. If the learner does not have previous skill set, the instructor or course should lead the way in directing the learner.
Finally, online learning needs to be communal where learners are admired, can express and share their thoughts freely, use their actual name, and be able to distribute feelings without harm of others.
Derry, Sherin, and Sherin (2014) discuss how instructors comprehend their teaching with moving pictures, or video. Instructors can first be a part of group that discusses what happens in the instructional setting with moving pictures. Second,instructors can use moving pictures to see how other instructors solve instructional issues in their instructional settings during professional development. Third, moving pictures can help improve initial instruction for instructors.
Overall, instructors benefit from viewing moving pictures when it is not utilized as a final evaluation tool. Furthermore, moving pictures should look at how an instructor is stating material, how an instructor is implementing instruction, what activities are present during instruction, and what the instructor has witnessed during instruction (Derry, Sherin, & Sherin, 2014, p.798). When presenting moving picture material to learners, an instructor must be aware of the multimedia principles by Mayer to minimize unnecessary mental burden on the learner (Derry, Sherin, & Sherin, 2014, p.805).
Rouet, J. & Britt, A. (2014). Multimedia learning from multiple documents. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 813-841). New York: Cambridge.
Rouet and Britt (2014) discuss how best written material, or documents, should be constructed for learners. Learners need to be aware of where, when, and who of the written material before examining the written material. Written materials presented to learners needs to have consistency, which requires the learner to access higher level analytic skills to make sense of the material.
Two new principles are introduced: the sourcing principle states that learners take specific features of written materials to solve a problem situation (Rouet and Britt, 2014, p.823). Also, the sourcing principle is largely dependable of the where, when, and who of the written material if the learner is going to utilize that information to solve a problem situation (Rouet and Britt, 2014, p.823). Evaluation of the material is a skill that must be taught in order for learners to access reliable information to solve future problem situations.
The second principle is the multiple text integration principle, which means the learner gains an extensive interpretation of the problem situation when looking at various written materials (Rouet and Britt, 2014, p.827). In sum, instructional designers need to teach interpretative and evaluative strategies for learners in order to solve written material problems.
Clark, R. C. (2014). Multimedia learning in e-courses. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 842-881). New York: Cambridge.
Clark (2014) explain how pictures and words should be presented in online learning formats. Contemporary technology has allowed learners the ability to get instruction in various modalities. Learners tend to perform better where the instructor is available and discussion is allowed than formats where interaction is limited. When evaluating online learning, learners perform better online than real time due to the instructor's methods and the ability to socialize with peers on assignments.
Instructional designers, when creating online learning environments, need to be wary of the modality and redundancy principles (Clark, 2014, p. 851). However, the modality principle is not a problem when instruction is heavily worded, instruction has no pictures, the picture can give enough analysis to the learner, the language in the instruction cannot be understood, and learners can manipulate the instruction (Clark, 2014, p. 851-852). The redundancy principle is not an issue when spoken words help explain written words and a picture is easily understood or not included (Clark, 2014, p.853).
Furthermore, instructional designers need to provide completed problems at the beginning of instruction to learners so they can understand and solve a problem situation- worked examples should not be utilized during the whole course of instruction due to the unnecessary mental burden. Also, instructional designers need to make decisions when to include moving or static pictures to help explain problem situations. When instructing about processes, moving pictures should be utilized- other types of knowledge should be presented as static pictures.
When giving comments, this information should be from real persons or the comments should explain the steps of the problem situation. If learners are given manipulation over instruction, they should have previous ability to complete the task. If the learner does not have previous skill set, the instructor or course should lead the way in directing the learner.
Finally, online learning needs to be communal where learners are admired, can express and share their thoughts freely, use their actual name, and be able to distribute feelings without harm of others.