Contemporary+Theories

=Contemporary Theories Scavenger Hunt = 

CTML | CLT | Website Example

Cognitive Theory of Multimedia Learning
 According to Mayer's Cognitive Theory of Multimedia Learning, "the human information processing system includes dual channels for visual/pictorial and auditory/verbal processing (i.e., **dual-channels assumption**), each channel has limited capacity for processing (i.e., **limited capacity assumption**); and active learning entails carrying out a coordinated set of cognitive processes during learning (i.e., **active processing assumption**)" (Mayer, 2001).

 The assumption of **dual channels** states that we possess separate channels for processing visual and auditory information. Information is best received when we mix visual and auditory content together to feed off of each other. This makes perfect sense to me! I know I learn best when I can listen to the instructor and have a well-designed graphic, or meaning description in front of me to look at. If I just listen to a lecture, and then go home and read a chapter in the book with the same information, I am confused, and feel there are gaps in my processing and what I've truly learned.

 The second assumption of CTML is **limited capacity**. It states, we are limited to the amount of information at one time. Too much stimulation to one channel (visual or auditory) at once can leave the learner confused or unable to "catch" all the information being presented. It's best to present visual cues, with some auditory information, then move on to a more complex example of similar information, or move on to a new topic or subtopic. I know as a student, I learn best when presented with interesting, well-designed visual information, and get an expert explanation from the instructor on the content of that visual information. Also, as an instructor, I have seen some of my lessons fall flat because I tried to spit out too much information at once, usually because we had to catch up on a unit, or I just didn't plan my lesson well. Strong visual and verbal cues are of equal importance, but shouldn't be overloaded one way or the other.

 The final assumption, **active processing**, states that we engage in active learning by taking in relevant information, organizing the information into mental representations, and integrating mental representations with prior knowledge. I now realize how much I tend to relate new information to my personal knowledge base. Also, in my experience as an educator, I've seen how well my students perform when they are able to relate new information to previous knowledge and how breaking up modes of instruction can keep students engaged and able to retain information.

Cognitive Load Theory and Multimedia Learning
 Sweller's Cognitive Load Theory (CLT) discusses **working (short-term) memory** and **long-term memory** and how they are affected by multimedia instruction. Working memory is limited, it hasn't been applied to any prior knowledge or attached to other concepts, and therefore isn't fully formed. For example, memorizing the ABCs, or times tables (something we've all done) is first processed through working memory. It is a foundation, but cannot stand alone without being applied to more complex material such as learning that the ABCs can be used to form words, and multiplication is really just a quicker form of addition. Applying content to prior knowledge and expanding the context is important for information to truly be processed. So why do we still remember our ABCs and times tables (for the most part)? Because we use them every day and we've attached meaning to them. Long-term memory is somewhat unlimited. It becomes an automated process. Like riding a bike, or driving a car, or counting money. I remember I had the hardest time counting money in other countries because my brain had to really focus on the schema already formed, and skew it to focus on the new system. I know as an ESL instructor, I had to try to connect new language to prior language and keep integrating previously learned vocabulary by attaching real-world examples or images to form meaning and convert the language into long-term memory for my students.

Website Example
Here is an example that violates the features of CTML and CLT:



This website violates the features of CTML and CLT theories in several ways, but here are two main infractions:

> As you can see, the graphics on this page do not clue the viewer into what the purpose of the site is. The site says it is an English lessons site. You can see the links to the right are supposed to direct the viewer to targeted lessons on several aspects of English grammar. On the site title, it states it is for "advanced" learners, but I remember as an instructor, focusing on grammar without applying context and several examples along with multimedia videos of real-life situations where English grammar is used, my lessons would fall flat. If you visit some of the lesson pages, they are simple worksheets with no helpful images to aid the text. I can't even comprehend the information presented on this site, and I'm a native English speaker! > While some of the lessons on this site may be useful to the ESL learner, it would be hard for them to really know where to go to find information easily. There's information overload here! Not in a good way! This site claims to be "interactive," but my understanding of "interactive" is different because I see no interactive lessons on this site. Back to top
 * Improper use (or non-use) of text and images.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Cluttered, not organized.