There are principles guiding the multimedia instructions for learning. The details are discussed in sub-section 2.4.1 and 2.4.2 below.
Cognitive Theory of multimedia learning and Strategies
This theory of multimedia learning is drawn from three theories which are: Dual Coding Theory, Cognitive Load Theory and Constructivist learning Theory. These theories were responsible for development of the multimedia principles guiding learning. These principles are Multimedia principle (where learning is best achieved through text and picture rather than text alone), Modality Principle (learning is best achieved through animation and narration than animation and onscreen text), Spatial Contiguity Principle (learning is best achieved through text and pictures
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Linear ID models follow a step by step process where flexibility or deviation in any step is not allowed. Examples of this category of model are Dick and Carey ID, Seels and Glasgow ID. While the Non Linear ID models such as (G. Morrison, Ross, & Kemp) and Learner Centered ID model allow flexibility of process flow (Melsom, 2010). Comparing the process flow of these models, the nonlinear categories focus more on learners’ characteristics because of its flexibility that incorporates the learner’s need at every stage of the development. The essence of designing a learning system is for the enhancement of learners’ skills. Hence, major concern should be on how the learner will perceive and process the learning content. The brief description of samples of instructional system design is given in section a, b and c below:
a) Dick and Carey Instructional Design Model
This instructional model is one of the popular models used in developing instructional design. It consists of nine phases where one phase has to be complete before the next. It follows a linear style of execution. The nine phases are: Identification of instructional goal, Conduct an instructional analysis, Identify learners’ characteristics, Identify performance objective, Create assessment tool, Create instructional strategy, Develop instruction and Creative formative evaluation.
b) Seels and Glasgow Instructional Design
This model is based on the book, Instructional Rounds in Education. This philosophy is rooted in the way medical students perform their rounds in a hospital and applied to the education setting. After the walkthroughs are completed, the administrative team meets to discuss, debrief and make constructive recommendations to the leader of the school. I was able to experience
works in a way that results in continuous improvement of student learning. Within this system instructional software, assessment tools… may be used to provide or determine instruction/interventions and supports for studentsEfficaciously teach all students
Social cognitive theory of learning is a theoretical perspective that focuses on learning by observing others and eventually assuming control over one’s own behavior (Ormrod, 2011, p.323). Social cognitive theory is a perspective that helps us understand about learning by observing other people doing the same thing. This theory is a blend of behaviorism and cognitive psychology (Ormrod, 2011). Behaviorism theory relates to learning as a stimulus- response relationship and suggests that learning involves a behavior change whereas according to social cognitive theory learning is an internal process that may or may not lead to a behavior change. For example one might attempt to ride a bicycle as soon as they learn to ride the bicycle but learning how to put air in the bike may not be needed until the bicycle need air.
There have been considerable debate on research of media comparison as it relates to education over the past few years. According to Richard Clark, there has been a "paradigm shift" that occurred in instructional media research during the past decade from a behavioral to a more cognitive approach. (Anglin 348).
Lang, H., Evans, D.(2006). Models, Strategies, and Methods for Effective Teaching. USA, Pearson Education Inc.
This paper will define and explore the three major aspects of Gagné’s approach to instructional design, which include: nine events of instruction, conditions of learning and learning outcomes. How Gagné’s theory correlates to the Walter Dick and Lou Carey’s systems approach to instructional design will also be considered (Dick and Carey, 1996).
According to Sapona and Winterman (2002) teachers implementing this model in their classroom include six comp...
Instructional Design is a systematic approach to design, evaluation and management of instruction. It helps to facilitate learning in an effort to improve. There are many models that have been developed to assist in the design of instructional materials. This paper will compare three: ADDIE, ASSURE and Kemp with a focus on online learning.
best learning style for each person, there does seem to be a best way to present different types of information. For most kinds of material there is an overwhelming better way to teach it” (Jacobs,
Learning Theories and Instructional Strategies The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period.
National Center on Universal Design for Learning. (2012b). Learner Variability and Universal Design for Learning [Online seminar presentation]. Retrieved from http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore
The relevance of dual-coding theory to this study is that according to the theory, both visual and verbal codes can be used when recalling information. However, video has enormous potential for improving learning. In addition, video-based instruction involves both visual and verbal representation of information. Moreover, video enables the students to learn Biology concept visually and verbally, also helping them to recall and remember the concept taught, which, is the essence of meaningful learning.
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
The corresponding Internet site for this textbook greatly improves the overall effect on the education of students. Students have quick access to any part of the text. They also receive visual and audio stimulation, which has been proven to increase the amount of information the student remembers. Some students are simply not strictly audio learners. Listening to a professor or teacher lecture sometimes just isn't enough for students. With the site they can review material quickly and easily and see the multimedia imagery at their own pace. Students can even take practice tests to see if they have learned the material.
Resources are designed to support us as teachers to plan, deliver and assess our teaching and lesson delivery. All the materials and books, a variation and diversification of approaches, resources used for different learning styles, in order to meet the needs of all my students were contributing to the professional development and continuing education. Preparing visual prompts to stimulate, the use of colour in my slides, always helped to stimulate the interest and emphasise the key points in my teaching. However, computer-based technology, provided opportunities to develop ICT skills. Thus, through class sessions and little practice students were developing skills to use it, and create professionally looking and visually stimulating slides. As teachers, we must be willing to encourage our students to become active participants in their learning, creating opportunities to actively engage all