Principles and Best Practices for Using Multimedia in Instructional Technology
Patience Wieland
University of Houston-Clear Lake
Multimedia is an increasingly important aspect of educational and instructional technology, popular among K-12, university and adult learners. Are there best practices and/or underlying principles that should concern the producers of multimedia instructional materials?
First, what is multimedia? According to Torrisi-Steele (2004, as cited in Torrisi-Steele, 2005), multimedia can be described as a format for learning that is dependent on digital transmission, regardless of whether the learning object is an audio, textual, video, or graphic file. Meanwhile, Mayer (2003, quoted in EduTech Wiki, 2009) suggests that multimedia is also defined by its use of both words and images.
The use of multimedia formats in instructional technology is not a recent trend, but an evolution from pre-existing forms of audiovisual education. The audio-visual instructional technology formats that were introduced in the mid-20th century included movies, radio and television (Torrisi-Steele, 2005). The modern format of multimedia likewise incorporates digital videos and audio files such as podcasts, digital “descendants” of radio, television and film. Therefore, the “best practices” of instructional multimedia can be assumed to incorporate both an past understanding of the methods used in presenting “analog,” pre-digital instructional technology – such as the instructional design considerations used to plan an educational video produced on a VHS tape – as well as an understanding of the unique instructional opportunities that exist with digital technology – for example, a multimedia video embedded in a blog that allows students to reflect, rapidly and cost-effectively, on their learning experiences.
Torrisi-Steele (2005) notes that constructivist learning theory can inform and improve the instructional technology uses of multimedia. Savery & Duffy, and Jonassen, argue that the constructivist approach can help educators and instructional material producers to best implement active, authentic forms of learning; to replicate more closely the natural world, as well as those only imagined; and encourage reflection among students (as cited in Torrisi-Steele, 2005) .
In addition to the constructivist learning theory, Moreno and Mayer (2000) also investigate the theories of cognitive load and dual code, as a means to understand and develop best practices for multimedia. For example, Paivio's (as cited in Moreno and Mayer, 2000) dual code theory postulates that the human brain processes, separates, and saves learning data depending on whether the data is structured in words or images. Cognitive load, which has been most thoroughly explored by John Sweller, is the exploration of the human brain’s processing limitations, specifically its ability to memorize and recall information (EduTech Wiki, 2009).
By studying college students’ recall of new learning data, Moreno and Mayer (2000) were able to explore applications of dual code and cognitive load theory, and test out more specific principles that could be used in developing multimedia learning materials. For instance, Moreno and Mayer explored whether verbal material is best learned through the spoken word, or as visual representations on the screen, and whether repeating the same verbal material through screen text and aural speech would improve recall (2000). They also researched the impact of simultaneous use of both visual and verbal materials on learning (2000).
Overall, Moreno and Mayer concluded that multimedia presentations should, if possible, maximize the use of the brain’s working memory and use of dual codes, without overtaxing it (2000). However, these studies involved a relatively small number of participants, all of them enrolled college students. Additional research building on these studies, which can be more diverse in its research participants and in the multimedia objects being tested, will help the growing number of instructional multimedia designers develop additional methods for optimizing their work.
References
Cognitive load. (2009). In EduTech Wiki. Retrieved from http://edutechwiki.unige.ch/en/Cognitive_load.
Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. Educational Technology Research and Development, 34(4): 34-37.
Mayer, Richard E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13(2). 125-139.
Moreno, Roxana., & Mayer, Richard E. (2000). A learner-centered approach to multimedia explanations: deriving instructional design principles from cognitive theory. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 2(2). Retrieved from http://imej.wfu.edu/articles/2000/2/05/index.asp
Multimedia presentation. (2009). In EduTech Wiki. Retrieved from http://edutechwiki.unige.ch/en/Multimedia_presentation.
Paivio, A. (1986). Mental representations: a dual coding approach. Oxford, England: Oxford University Press.
Savery, J. R. & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. In B. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design. Englewood Cliffs, NJ: Educational Technology Publication.
Torrisi-Steele, G. (2004). Toward effective use of multimedia technologies in education. In S. Mishra (Ed.), Interactive multimedia in education and training (pp. 25- 47). Hershey, PA: Idea Group Reference. Available from http://books.google.com/books?id=tON9oCLJubUC&printsec=frontcover&dq=Interactive+multimedia+in+education+and+training&lr=#v=onepage&q=&f=false
Torrisi-Steele, G. (2005). Core Principles of Educational Multimedia. In Encyclopedia of Multimedia Technology and Networking (Vol. 1, pp. 130-136). Hershey, PA: Idea Group Reference. Available from http://encyclopedia.jrank.org/articles/pages/6569/Core-Principles-of-Educational-Multimedia.html.
Multimedia Best Practices
Photo credit: Woodley Wonderworks,
Interesting article. I teach GT-English Language Arts, so we often incorporate multimedia as a learning tool and as a final product.
ReplyDeleteOn a side note: I love the Twitter feed in your sidebar. I use Twitter to communicate with students and parents outside of the classroom, it's a great tool.
It seems that multimedia does serve a purpose, but its effect on learning hasn't been determined. It sounds like you have been doing extensive research on the subject. Since the results are not conclusive, have you considered doing research of your own on this subject?
ReplyDeleteI really enjoyed reviewing your blog.
ReplyDelete1. The video is adorable and gives an interesting example of a way to incorporate multimedia in a way that inspires creativity.
2. The overall layout of your blog has great flow and continutity.
3. I would never have thought to add a Twitter update, but it's fun and informative at the same time.
4. The picture you selected is fascinating - and it makes me want to visit the Smithsonian.
Reviewing your blog makes me want to learn more about new and existing multimedia technologies.