Module 1 – Reflection

In this module we were introduced to Mayer’s cognitive theory of multimedia learning which outlined how we learn. We then used these principles of learning to formulate the ways in which we can optimize learning! We discussed how our design choices in particular influence the learning of our audience and how we can reduce what impedes learning in our teaching materials, so as to communicate our thoughts in the most conductive to learning way possible. Let’s jump right in!

Mayer’s Cognitive Theory Concepts

This module went over Mayer’s cognitive theories core concepts like: 

•  The Dual Coding Theory: Where Mayer theorized that we have two systems for information input, our eyes and our ears, and that no one system should be overloaded for optimal learning 

• The Limited Capacity Theory:  which theorized that our working memory has limitations and that overloading the limitations would cause poor learning to occur

• Active processing:  the theory that active participation from students allows for information to become better absorbed by students. 

Within these three core concepts of Mayer’s theories lie many more concepts that fall into three sub categories each. Each sub category is related to the type of workload the learner and their brain must overcome in order to learn under the core principles. 

The first workload we explored was the extraneous cognitive load. This type of load would cause learners to work harder to understand the information the teacher was presenting them due to the work included in deciphering the content, this type of load is amplified when too many listening and visual components are used, the presenter goes off topic and when images and words are too far from their context in a presentation. 

The second workload was the intrinsic load, which focussed on the concepts to be learnt by the learner, and how we can make it easier for them to learn through segmenting the information, building on information throughout the learning process and our narration. 

Finally there was the Germane load, which is the load which describes the perfect level at which a learner will both understand new things and retain information. Germaine and intrinsic loads should be built upon using Mayers principles, while extraneous loads should be minimized. 

Of all of the principles of Cognitive Theory and Multimedia Learning in this module the one I found most intuitive was the redundancy principle. The redundancy principle made the most sense to me because I have had first hand experiences in being overwhelmed by text, pictures and narration during presentations. To add to that, I was very interested in the dual coding theory by Allan Paivio, whereby he suggested that the brain had two systems for information input, visual and verbal. Allans theory resonated with me as I recall times when presentations I’ve seen showed pictures or limited text with narration and I was able to recall information about them later far easier then if they had both text and narration. I guess less really is more! Conversely, out of all of the principles I was definitely most surprised by the pretraining principle, I had never thought to build up the information in my presentations rather then show all of the information at once, I can see how that would allow learners to more easily connect concepts now that I have attempted to utilize it myself in my screencast.

Screencasting

Below I have attached my screencast about professional netiquette for this module, I hope you enjoy!

While creating my screencast I imagined that my audience was a group of young professionals looking to learn how to professionally and politely interact with one another online! I choose to keep my design simple and to the point as this presentation is for a professional audience, I also decided to explore professional modes of online interaction so it further connects with my desired audience. 

During the creation of my screencast I found that it was hard to balance Mayers principles and the content I wanted to show. I had a lot to say about this subject but I didn’t want to overwhelm the viewer with my narration, on screen text or visuals all at once. I hope that by utilizing the pretraining principle, reducing redundancy and segmenting my information into bullet lists I was able to build the information up for my viewer coherently. An unexpected hiccup for me during the creation of this screencast was my timing for narration, in the past when I have had text on the screen to read directly off of I haven’t had to think about when I might want to say something between bullet points or on screen visuals, this was definitely a hurdle for me, but I hope to get better at it before the final presentations are due!