Multimedia

Multimedia and Learning Benefits

Merriam-Webster defines multimedia as, “using or involving several forms of communication or expression”.  In the context of learning, this can include, but is not limited to:  video, audio, interactive computer content, text, and still images. It can be prerecorded or used in a live setting.

From an educators perspective multimedia learning is beneficial because it allow them to present information in different formats and reach out to all types of students who learn through a variety of multiple intelligences.

For students, using multimedia to prepare presentations or projects gives them an outlet to express themselves in ways that best showcase their multiple intelligence skills. Multimedia can benefit learning by helping students truly understand a subject, not just retain and recite information on a test. (R. Lehrer)

Multimedia Principles

The Signaling Principle – Mayer’s Multimedia Principles states that People learn better when information is organized using clear outlines and heading. Meaning, using visual cues along with vocal cues will help draw people’s attention to the essential material of a lesson. This can be used when using a narrated PowerPoint presentation. By highlighting, underlining or using bold text along with voice emphasis on key words students can more easily process complex information without being overwhelmed.

The Spatial Contiguity Principle – Simply put, people will more easily make connections when corresponding words and graphics are placed near each other. This ties into what we learned last week when looking at bad websites. If I were designing a web page for a lesson, would organize the page by placing corresponding words and images together.  If I was trying to teach a student how to use the iris on a video camera, I might use an animation showing a hand rotating the iris ring and pair it with words that state rotating in one direction will allow more light into the lens and rotating it in the opposite direction would reduce the amount of light.

The Temporal Contiguity Principle – I think about this principle in terms of see it and read it, not read it then see it.  According to Mayer’s Research-Based Principles for Designing Multimedia Instruction people get a deeper understanding when the narration and graphics are presented together. If I were putting together a video presentation showing how to set up a video camera on a tripod, I would use this principle by showing video of each step, while using text on the screen that corresponds to the video and narration that matches up with the video and graphics.  By doing this students are absorbing the information in three different ways (seeing, reading, and listening) all at the same time.

The Pre-training Principle – with pre-training students learn key terms and concepts before beginning a multimedia presentation.  Mayer’s research says this allow student to learn more deeply because it makes it easier to make connections when there is already a basic knowledge of the subject. You’ve probably heard the saying, “It’s all Greek to me”.  Television terminology can be that way for new students.  To use this principle, I would prepare a definition list prior to a multimedia presentation.  For example, terms like vo, sot, package, white balance and rack focus would be defined ahead of time.  That would allow the students to concentrate on the information being presented instead of racking their brain trying to figure out what all these strange terms mean.

The Modality Principle – In this principle it states that people can process visual images better words are spoken instead of printed. Basically meaning, if a person has less to look at, they learn through visual channels more deeply. This could be used effectively when doing a how to video. In the context of my area of expertise, I could videotape myself demonstrating how to set up three-point lighting for a video shoot. Instead of using graphics to outline the steps needed to set the lighting up correctly, I would just talk about the steps and supplement my words using video that shows me actually going through the process.

The Personalization Principle – In simple terms this principle means speak to your audience in a language they would understand.  There is no need to use a five-dollar word when at 25 cent word will work just fine.  When you teach using overly technical words it becomes harder to process the information. Also people seem to be more opening to learning when they feel the information is prepared especially for them. This isn’t to say that you should talk down to student, just use words that are inviting and make it easier to grasp more difficult concepts. This would be especially helpful in my field when putting together a multimedia presentation to explain the complexities of non-linear editing.  In fact, I would steer clear of that term.  In simple language, non-linear editing is computer based video editing without the use of actually videotape.  It is a little bit wordier, but provides a clear picture of the concept you want your student to grasp.

Multimedia and Engaging Learner’s Multiple Intelligence Strengths

Online video generators – There are plenty of free online video generators like clipgenerator.com that allow students to create videos for presentations and projects.  These are simple and cost effective way to make creative videos that cater to students using the Aural Multiple Intelligence.  Students can use these video generators to create learning music videos and video projects that contain music and other visual images that cater to the Musical/Rhythmic learning style.

Multimedia Authoring – tiki-toki.com is an excellent example of multimedia authoring.  This website caters to students who benefit from the Spatial Learning Multiple Intelligence, especially as it relates to history.  The interactive timelines allow students to visualize events and how they fit in with the space-time continuum.

Collaborative Writing – For students who benefit from an Interpersonal Multiple Intelligence Learning style titanpad.com looks like a great way for students to do collaborative writing on line. I found that with just the click of a button you can set up a public note pad that up to eight people at time to access and update in real time.  This is an excellent way for students who benefit from working with others to see in real time how members of their group are interacting with a writing project.  In fact I am thinking about using this for an upcoming Express Play Festival I am chaperoning.  Our six-member cast and crew will write and perform a ten-minute play that will be written over a three-day period.  Titan pad will be a great way to brainstorm and develop a finished production in real time, even if we cannot be in the same room at the same time.