Video:
In Module 1, our primary tasks involved delving into the Theories of Multimedia Learning, particularly Richard Mayer’s Principles, and then creating a video presentation to convey our key takeaways. My focus was on the topic of Universal Design for Learning (UDL). I aimed to provide an overview of the three main pillars of the UDL approach while drawing connections to Richard Mayer’s influential work in “Multimedia Learning” (2009). UDL had been a topic of significant interest to me in previous EDCI courses. However, juxtaposing the UDL principles with Mayer’s Principles of Multimedia Learning offered a fresh and insightful perspective. Mayer’s report served as a valuable resource that provided me with a solid foundation for structuring my screencast.
My Screencast tool: PowerPoint
For my screencast, I chose to use PowerPoint, motivated by Mayer’s (2009) assertion that “People learn better when a multimedia message is presented in user-paced segments rather than as a continuous unit” (p. 175). I aspired to create a visually appealing presentation and incorporate narrated audio. However, I encountered several challenges, including limited storage, issues with video rendering in PowerPoint resulting in black screens, and various frustrating technical difficulties. These obstacles compelled me to opt for an audio-based screencast, featuring minimal text and imagery, to ensure a distraction-free experience, all while adhering to Mayer’s (2009) principles. Mayer also underscores the effectiveness of combining images with audio in enhancing learners’ comprehension (p. 200).
Following the feedback received during our group meeting with Professor Mary Watts, I diligently addressed the technology challenges that had surfaced and worked towards enhancing the overall quality of my screencast.
In response to the feedback and to ensure a more inclusive experience for my audience, I retained the link to my original PowerPoint presentation. This allows viewers to opt for automated voice recordings if that better suits their preferences. Furthermore, to augment the quality of my screencast, I incorporated a screen recording that featured actual video footage of the presentation. This, however, presented certain technological challenges and necessitated additional devices, but the effort was well worth it.
I must admit that creating this screencast took me out of my comfort zone, especially because I’m not particularly comfortable recording myself. Nevertheless, I recognize the importance of honing this skill, and the experience has been a valuable step in that direction.
Reflection Questions:
Of all the principles of Cognitive Theory of Multimedia Learning we looked at in this module, which seem most intuitive to you? Which ones surprised you?
Among the principles of the Cognitive Theory of Multimedia Learning that we explored in this module, some struck me as particularly intuitive, while others surprised me.
Mayer (2009) introduces “The Pre-Training Principle,” asserting that “People learn more deeply from a multimedia message when they know the names and characteristics of the main concepts” (p. 189). I strongly resonate with this principle, as I have often found in readings and lectures that fundamental definitions or concepts are not introduced until later stages. This practice frequently leads to confusion and makes it challenging to follow the material. To mitigate this confusion, I have adopted the habit of reviewing course material before lectures, significantly enhancing my understanding. In fact, I find myself in agreement with most of the principles discussed. I believe that if these principles were integrated into education as mandatory practices, students’ success and motivation would substantially increase↑.
One principle that caught my attention was Mayer’s suggestion, “The Signaling Principle,” which recommends highlighting or signaling important information. I have struggled with missing key points in large volumes of text, and I used to perceive this as an intentional challenge set by educators, making it easy to miss important content within extensive reports. Mayer’s proposal could be a significant relief for me and greatly improve my understanding of course materials. During my high school years, it was not uncommon for me to enter an exam feeling confident about the material, only to realize that I had focused on a completely different area than what was actually being tested. This situation was a source of frustration and contributed to a decrease ↓ in my motivation to excel in school. Mayer’s assertion about the relationship between understanding information and motivation strongly resonates with my personal experiences.
Module 1 Self-Reflection:
In reflection on Module 1, I can confidently state that the course material and the associated activities have significantly advanced my understanding of core concepts within this course. Additionally, this module provided me with a different perspective on the UDL approach and introduced me to the concept of screencasting.
References:
Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/
“About UDL” from CAST http://udloncampus.cast.org/page/udl_about
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, England: Cambridge University Press.
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