#1 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.
In this selection of text the authors discuss the instructional benefits and challenges of using video for teacher professional development. At first glance one would assume that videos provide endless advantages for beginning teachers. Classroom videos allow the viewer the opportunity to not only learn from their peers but watch experienced teachers in action. New teachers can see first hand their strengths and weakness and receive valuable feedback on ways to improve. On the other hand, videos are often rich in content and full of detail which could lead to cognitive overload. This abundance of information could cause the viewer to miss vital information. Considering the views stated above the authors conducted research to determine if videos are an effective means for teacher education. Videos are used in teacher education in various ways. Some of these methods include video clubs (people gathering to watch and discuss video excerpts), problem-solving cycles (three workshops designed to help teachers plan, teach, and view their lesson), lesson study (collaborative lesson planning and team teaching), problem-based learning (students view video cases and then improve the lesson) and cognitive flexibility approaches (watch a series of videos and then compile the information to make future decisions). Some challenges associated with using videos are the infrastructure, content of the video, how the tasks within the video are structured, and the social structure. It’s also important to note that in terms of multimedia learning a designer should be cautious to avoid split-attention effect and redundancy. These are two factors that could lead to cognitive overload. A designer may consider segmenting information, pre-training and providing appropriate cues and signals to bring attention to key information. Although there a numerous challenges to using videos in teacher professional development there are also many rewards. Videos allow learners to do, say, engage and see in a way unlike any other learning platform. In watching the videos learners are able to identify what an experienced and successful teacher does and then “do” it themselves. It also forces new teachers to discuss and “say” what they witnessed in order to identify important learning strategies. Videos have the ability to entice and “engage” new teachers in an important topic. Finally, and maybe the greatest benefit is being able to “see” what a great teacher does in their classroom. #2 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. This selection of text discusses the ideas of learning from multiple documents. The authors define documents as any textual piece of information that has a specific and identifiable source. The sourcing principle and the multiple-document integration principle are the two main principles surrounding learning from multiple documents. It’s important to note that the authors consider a source to include “who wrote it, when, who published it, for what purpose and so forth” (p 815). Within one document there may be numerous sources. These sources can be used to organize and retrieve data. Learning from multiple documents can be challenging for readers due to different writing styles or vocabulary. Learners also have to learn to combine the information from each document to form a cohesive summary. Due to these challenges a reader must possess the skills to adequately compare, contrast and then form a summary from multiple sources and multiple documents. The sourcing principles suggests that a learner’s understanding of a topic depends on its source. The sourcing principle have three processes. These processes suggest that you must locate and evaluate the source, use the source to interpret information, and remember the connections between source and content (p 823). Research suggests that students who pay closer attention to sources perform better but caution that identifying sources in a document is a skill that must be learned in and of itself. The multiple text integration principle proposes that learning from multiple sources leads to a more significant understanding of the information. The authors go on to suggest that learning from multiple sources helps the reader create links to the information and thus make learning more cohesive. When reading multiple documents learners often make endogenous links (links to prior sentences) or exogenous links (links to outside documents). However, reading from multiple texts does not always produce positive results. A designer should consider the prior knowledge of the learner before asking them to read multiple documents. In addition, researchers agree that reading from multiple documents requires a specific sets of skills. It’s important that these skills be taught before learners are asked to read from multiple sources. #3: 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. Multimedia learning is a relatively new concept that has evolved exponentially in the last twenty five years. E-learning or online learning has experienced growth as a way to reduce cost and increase learning opportunities. E-learning is defined as any digital learning. This learning can occur on a computer, tablet, phone, etc.. Online learning can occur in many different formats, modes, methods. Some e-learning is designed as asynchronous (individual learning at one’s pace and time) or synchronous (teacher led and typically involved students interaction). As mentioned above the idea of e-learning is relatively new. This chapter provides a look at some of research that has been conducted on e-learning. The research revealed that in terms of effectiveness e-learning is no more or less effective than traditional learning environments. E-learning due to its construction appears to violate the modality and redundancy principles. Research suggests that given specific variables it is necessary to violate these principles to ensure learning. In addition, research revealed that designers should be cognizant of a learner’s prior knowledge and design e-learning appropriately. Finally, researchers discuss the allure of e-learning. E-learning provides an opportunity to provide an individualized learning experience for each learner in which they can experience at their own pace. It also allows the learner to interact with their peers and experience the learning simultaneously. One last benefit of online learning is the notion of guided discovery. Guided study provides the learner the opportunity to interact with the content and complete a relevant work-related assignments. #4: Pardamean, B., & Suparyanto, T. (2014). A Systematic Approach to Improving E-Learning Implementations in High Schools. Turkish Online Journal Of Educational Technology - TOJET, 13(3), 19-26. In this text the authors set out to determine the strategies and methods necessary to implement a successful e-learning program at a high school. The authors define e-learning “as a method to establish teaching and learning process through the use of Internet and information technology devices. (p 19). It consists of three components; the teacher, the learner, and the delivery method. These three components allow for six different groupings (teacher-student, student-content, etc.). Moodle (modular object-oriented dynamic learning environment) is an example of an open-course management system (CMS). Moodle provides a platform for student centered learning. The authors suggest that in order for a student to experience success with e-learning they must possess basic computer skills such as word processing and ability to navigate the internet. In order to test this theory, the authors conducted a research study to determine the relationship between a student’s computer skill and their achievement. As one may assume the results of the study revealed that a student’s computer skills directly correlates to their achievement through e-learning. (Please note that there were other factors that the authors contributed to success but overall the results revealed that those with computer skills demonstrated higher achievement scores.) Although the information revealed seems rather basic an instructional designer should consider a student’s computer skills before designing an e-learning platform. In my opinion, we too often assume that students know how to use and access basic applications because they have grown up with technology but fail to assess if these skills actually exist before asking students to use technology.
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