Multimedia Learning Theory

Greetings All,

The digital age provides many exciting opportunities for young learners but it also poses many new challenges for educators. The TPACK (Technological, Pedagogical, and Content Knowledge) model addresses the need for educators to combine their technological skills, pedagogical practices, and content knowledge to offer innovative educational experiences (What is the TPACK Model?, 2016). How are educators to authentically integrate technology 

Hamilton, Rosenberg, and Akcaoglu (2016) posit that the TPACK model trumps the SAMR (substitution, augmentation, modification, and redefinition) model which offers a prescribed hierarchical taxonomy of technological use in the classroom. Substitution is described as technology merely replacing an analog technology but the function remains the same. Augmentation is described as the function of the tool changing in a positive way. Modification is described as technology significantly altering the task. And, finally, Redefinition is described as technology creating an entirely new task. The authors argue that the SAMR taxonomy emphasizes product over process which is inconsistent from an instructional design perspective which favours the learning process over using a particular technology (Hamilton, Rosenberg & Akcaoglu, 2o16). The authors suggest putting the SAMR model into context while also considering the model as less of a hierarchy and more of a spectrum. These suggestions bode well for my International Baccalaureate PYP Kindergarten  context. If I were to view the SAMR model as a hierarchy, my practices would almost always be positioned towards the bottom of the pyramid at substitution or augmentation but this is primarily due to the age of my learners. Modification and redefinition via technology would be a challenging feat for my 4-5 year olds. As I have mentioned in past blog posts, my pedagogy is rooted in the Reggio Emilia philosophy which very much focuses on the process over product. In this regard, I very much appreciate Hamilton, Rosenberg and Akcaoglu’s (2o16) recommendations to value the SAMR model as a whole instead of a hierarchy. 

Mayer (2017), outlined the 12 principles of technology-based education:

• multimedia principle: People learn better from computer-based words and pictures than from computer-based words alone. (p.404)
• coherence principle: People learn better from a computer-based multimedia lesson when extraneous material is excluded rather than included. (p.407)
• signalling principle: People learn better from a computer-based multimedia lesson when essential parts of text or graphics are highlighted. (p.408)
• redundancy principle: People learn better from a computer-based multimedia lesson that contains graphics and narration rather than graphics, narration and on-screen text. (p.409)
•  spatial contiguity principle: People learn better from multimedia lessons when printed words are placed near rather than far from corresponding parts of the graphic in the screen (p.410)
• temporal continuity principle: People learn better from multimedia lessons when narration and graphics are presented simultaneously rather than successively ( p.410)
• segmenting principle: People learn better from multimedia lessons that are broken into self-paced segments. (p.411)
• pre-training principle: People learn better from computer-based multimedia lessons when they receive pre-training in the key elements. (p.412)
• modality principle: People learn better from computer-based multimedia lessons when words are spoken rather than printed. (p.413)
• personalization principle: People learn better from computer-based multimedia lessons when the words are presented in conversational style rather than formal style (p.414)
• voice principle: People learn better from computer-based multimedia lessons when words are spoken in a human voice rather than a machine-like voice. (p.415)
• embodiment principle: People learn better from computer-based multimedia lessons that contain high-embodied on-screen agents rather than low-embodied on-screen agents. (p.415-416)

Within the context of an early years learning environment, many of the aforementioned principles are used daily to engage young learners in knowledge acquisition. Multimedia is necessary to communicate with students in the early years who are not yet able to read. For instance, when brainstorming ideas as a class, I will always draw a picture beside the words to help support my learners’ understanding. However, based on the modality and redundancy principles, I may be better off using graphics on the Smartboard to represent ideas while using oral language instead of taking the time to write out the words. On the other hand, when I am printing for my students, I am modelling writing directionality and proper letter formation. What are your thoughts on using the computer during whole-class brainstorms to incorporate the principles of multimedia instruction? 

References

Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. Techtrends, 60(5), 433-441. doi:10.1007/s11528-016-0091-y

Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403-423. doi:10.1111/jcal.12197

What is the TPACK Model? (2016). Retrieved from https://www.youtube.com/watch?time_continue=18&v=yMQiHJsePOM