Multimedia and Contiguity
description
Transcript of Multimedia and Contiguity
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Multimedia and Contiguity
Scott Coleman
Ed Tech 513
BSU
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Objectives
Users of this tutorial will be able to recognize the multimedia and contiguity principles and be able to distinguish between effective and less effective applications of the principles.
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Multimedia Principle
• Contents– Definition of multimedia principle– Why use the multimedia principle– Application examples
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The Multimedia Principle
• The multimedia principle instructs designers to use words and graphics together rather than words alone.
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Why Use the Multimedia Principle?
• Using multimedia provides opportunity for learners to engage in active learning.
• Active learning happens when learners integrate the words and graphics into a coherent cognitive representation (Clark and Mayer, 2008 p.57)
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Application of the Multimedia Principle
• The image on the right is an example of a procedure being described using the multimedia principle.
• The learner is able to connect the text with the graphic description.
Image CC Ape Lad http://www.flickr.com/photos/apelad/2131853945/sizes/o/
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• Here is another example of the Multimedia Principle.
• Again the learner is able to relate the text to a graphic which enables them to cognitively process what they observe.
Application of the Multimedia Principle
Image CC Omer van Cloeten http://www.flickr.com/photos/omervk/2098163251/
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Contiguity Principle
• Contents– Definition of contiguity principle– Why use the contiguity principle– Application examples
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The Contiguity Principle
The contiguity principle instructs designers to align words to corresponding graphics
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Why Use the Contiguity Principle?
• Using the contiguity principle reduces the amount of extraneous processing thereby reducing the overall cognitive load.
• This is done by visually connecting corresponding words and graphics (Clark and Mayer, 2008 p.93)
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Image CC Sandcastlematt http://www.flickr.com/photos/sandcastlematt/1433606432/
Application of the Contiguity Principle
• The instructions on the left are an example of the contiguity principle.
• The learner’s cognitive load is reduced because text version of each step is directly connected to the correlated image.
• The learner does not have to process extraneous information.
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Check Your Understanding 1
• The multimedia principle states that you should:– Use graphics rather than words– Align words to corresponding images– Use words and graphics together– Use neither words or graphics
Click to see the answer
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Check Your Understanding 1
• The multimedia principle states that you should:– Use graphics rather than words– Use words rather than graphics– Use words and graphics together– Use neither words or graphics
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Check Your Understanding 2
• The contiguity principle states that you should:– Place text on a different screen from images – Align words with their corresponding images– Use words and graphics together– Use a Creative Commons license for your work
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Check Your Understanding 2
• The contiguity principle states that you should:– Place text on a different screen from images – Align words with their corresponding images– Use words and graphics together– Use a Creative Commons license for your work
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Check Your Understanding 3
• Is the multimedia principle being used in the image on the left?
Click for answer
Image CC Donsolo http://www.flickr.com/photos/donsolo/481054606/
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Check Your Understanding 3
• Is the multimedia principle being used in the image on the left?
No, because there are no words associated with the images.
Image CC Donsolo http://www.flickr.com/photos/donsolo/481054606/
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Check Your Understanding 4
• Is the contiguity principle being used in the image on the left?
Click for answer
Image CC Sandcastlematt http://www.flickr.com/photos/sandcastlematt/1433606432/
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Check Your Understanding 4
• Is the contiguity principle being used in the image on the left?
Yes, because the images and the associated words are aligned.
Image CC Sandcastlematt http://www.flickr.com/photos/sandcastlematt/1433606432/
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Works Cited
• Clark, R. C., & Mayer, R. E. (2007). E-Learning and the Science of Instruction (p. 476). John Wiley and Sons.