572 chapter 6-7 presentation
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Applying the Principles of
Modality and Redundancy
Chapters 6 & 7
Matthew, Ryan, Lorena
Cal Poly PomonaInstructional Design
for Educational Multimedia (GED572)
Winter 2013
http://google.com
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Chapter 6
Applying the Modality Principle
Modality Principle
Present Words as Audio Narration
Rather Than On-Screen Text
when its feasible to use audio, there is considerable evidence that presenting
words in audio rather than on-screen text can result in significant learning gains
Clark & Mayer
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The Modality Principle
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The Modality Principle
Evaporation
The sun evaporates water from plants,oceans, lakes, and streams
Condensation
As the air rises, it cools. The water vaporcondenses into tiny droplets of water. Thedroplets crowd together and form clouds
Precipitation
Wind blows clouds towards the land. Thetiny droplets join together and fall asprecipitation to the ground.
The water soaks into the ground and collectsin rivers and lakes. The water cycle thatnever ends has started again!
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The Water Cycle
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The Modality Principle
The Water Cycle
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Modality Principle
Narration should be used rather than on-screen text
to describe graphics, especially when presentation is
Complex
Fast-paced
Verbal material is familiar or short
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The Modality Principle
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The Water Cycle
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Psychological advantage to using audio presentation
Cognitive Theory of Learning
People have separate information processing
channels for visual/pictorial processing and forauditory/verbal processing
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The Modality Principle
Cognitive Theory & Research Evidence
support the use of narration rather than on-screen text whenever the
graphic (animation, videos, or series of static frames) is the focus of the
words and both are presented simultaneously
Rationale is that learners may experience an overload of their
visual/pictorial channel when they must simultaneously process graphics
and the printed words that refer to them
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Limitations to the Modality Principle
Technical limitations to create sound
bandwidth
sound cards
headsets
Noise (in learning environment)
Unreasonable expense
Difficult to update rapidly changing information
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Limitations
Words should remain available to the learning
for memory support, particularly when they
are
Technical
Unfamiliar
Not in the learners native language
Needed for future reference
Key words that identify steps of a procedure
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Psychological Reasons
Information acquisition view of learning approach
Clark & Mayer - the instructional professionals
job is to present information in a way that isconsistent with how people learn
The book adopts the cognitive theory of
multimedia learning in which learning dependsboth on the information that is presented and onthe cognitive processes used by the learnerduring learning
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Psychological Advantages
Cognitive Theory of Learning
People have separate information processing channels for
visual/pictorial processing and for auditory/verbal processing
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Psychological Reasons
Overloading of Visual Channel with
Written Text and Graphics
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Multimedia Memory Systems
sensory memory working memory
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Psychological Reasons
Balancing Content Across
Visual and Auditory Channels with Narration and Graphics
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Multimedia Memory Systems
sensory memory working memory
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Evidence for Using Spoken Rather Than Printed Text
Do students learn more deeply from graphics
with speech than from graphics with on-
screen text, as suggested by cognitive theory?
Studies
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When the Modality Principle Applies
The modality principle applies
When using graphics and their verbal
commentary at the same time
Material is complex and presented at a rapid
continuous pace
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Chapter 7:
Applying the Redundancy Principle
Explain Visuals with
Words in Audio or Text: Not Both
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Redundancy Principle
Graphics explained using identical text and audio narration
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Credits
http://www.youtube.com/watch?v=HioP8Hv1MlA
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