Lessig presentation – possible rule-breaking in multimedia
Delivery media
Presentation modes
sensory modality
Generative theory
select (relevant info), organize, integrate
Long history of media comparison studies. To pinpoint effectiveness as a quality of a broad delivery media category is inaccurate (e.g. online vs traditional; pen vs paper). (JS: We can, I think, identify traits of new delivery media that support learning, and certain delivery media may have traits that are absent in other media.)
JS: Aren’t there traits of media that facilitate different modes of learning? Aren’t traits of media qualifiable, that is, of different value? Doesn’t that give us something like justification for media comparison for effectiveness.
What about novelty, accustomed?
multimedia aside
dual coding, parellel processing, cognitive load, and multimedia
note to self: discover if dual coding theory (that verbal + nonverbal facilitates learning better than one) is negatively effected by multimedia combinations that increase cognitive load.
On dual coding theory: “The visual-spatial system uses mental images as the primary representational code, while the verbal system uses speech as the primary code. … every object and concept has a verbal label in verbal memory, whereas not every object or concept has an imaginal label in visual-spatial memory” Gregory Shaw – Knowledge Representation
Also (from Wikipedia): “The nonverbal system is hypothesized to have developed earlier in evolution. Both systems rely on different areas of the brain. Paivio has reported evidence that nonverbal, visual images are processed more efficiently and are approximately twice as memorable. Additionally, the verbal and nonverbal systems are additive, so one can improve memory by using both types of information during learning.”
A split-attention effect in multimedia learning
Marja: 314, is it a problem of contigency or cognitive load? working memory vs. “upload”.
Is this a question about “funnels” or “capacity”? I suppose it’s still capacity, because though we can see a lot of things at the same time, we can’t attend to it all at the same time.
Would the same study be better labeled an efficiency study? Perhaps, and so an alternate study would be to keep time as a variable and allow repetition.
IPT 564 Notes 07-13-2010
Lessig presentation – possible rule-breaking in multimedia
Delivery media
Presentation modes
sensory modality
Generative theory
select (relevant info), organize, integrate
Long history of media comparison studies. To pinpoint effectiveness as a quality of a broad delivery media category is inaccurate (e.g. online vs traditional; pen vs paper). (JS: We can, I think, identify traits of new delivery media that support learning, and certain delivery media may have traits that are absent in other media.)
JS: Aren’t there traits of media that facilitate different modes of learning? Aren’t traits of media qualifiable, that is, of different value? Doesn’t that give us something like justification for media comparison for effectiveness.
What about novelty, accustomed?
multimedia aside
dual coding, parellel processing, cognitive load, and multimedia
note to self: discover if dual coding theory (that verbal + nonverbal facilitates learning better than one) is negatively effected by multimedia combinations that increase cognitive load.
On dual coding theory: “The visual-spatial system uses mental images as the primary representational code, while the verbal system uses speech as the primary code. … every object and concept has a verbal label in verbal memory, whereas not every object or concept has an imaginal label in visual-spatial memory” Gregory Shaw – Knowledge Representation
Also (from Wikipedia): “The nonverbal system is hypothesized to have developed earlier in evolution. Both systems rely on different areas of the brain. Paivio has reported evidence that nonverbal, visual images are processed more efficiently and are approximately twice as memorable. Additionally, the verbal and nonverbal systems are additive, so one can improve memory by using both types of information during learning.”
A split-attention effect in multimedia learning
Marja: 314, is it a problem of contigency or cognitive load? working memory vs. “upload”.
Is this a question about “funnels” or “capacity”? I suppose it’s still capacity, because though we can see a lot of things at the same time, we can’t attend to it all at the same time.
Would the same study be better labeled an efficiency study? Perhaps, and so an alternate study would be to keep time as a variable and allow repetition.