Category: edci337-feedback

Lauren’s blog offers a detailed review of a moment of multimedia learning she experienced in her past. The detail of different modes of instruction that she received in her history class draws a nice picture of what her class looked like. With many of these forms being written text and lectures, I appreciate her drawing on a form of multimedia instructions that used technology, as it differed so much from the other modes of instructions.

With the specific example of “Crash Course” I am able to go and see what she is talking about. The linked video is a nice touch! She did a good job of linking Mayer’s modality principle when talking about the narrated nature of the videos.  Her link to the personalization, voice, embodiment, and image principles when talking about the narrator’s voice good attention to detail in both the videos and readings. 

I especially appreciated her link to “Crash Course Kids” as I will be using this as an option for my students more often. 

In conclusion, Lauren’s post was well throughout reflection of her past with multimedia instruction and a look into how she may use it in the future. 

I first want to comment on Sarah’s organization of her blog. Her layout made it easy to follow, her use of bolded key words draws your eye to areas of importance (Signaling principle), her use of pictures and resources throughout, all worked to create an aesthetically appealing post that flowed well. 

I appreciate her argument that the historical use of non-digital multimedia formed the skills for today’s use of technology in a multimedia setting. This is an important concept to think about as educators, how can we use tried-and-true forms of teaching while integrating new forms of technology in order to benefit our learners in the same or even better ways. 

Her personal note on brainstorming being a great way to incorporate multimedia learning is a form that I had not thought of! By using Sketchnoting and talking with peers, you are stretching your understanding by using, creating, and learning from multimedia.

I loved her ending quote which stated “Since “technology should complement human abilities, aid those activities for which we are poorly suited, and enhance and help develop those for which we are ideally suited,” multimedia (specifically digital multimedia) should be used purposefully in all classrooms (Mayer, p. 16., 2005)”. This idea of purposeful use of technology is one that I personally align with. I think that a technology centred approach can threaten the learning outcomes (purpose) of lessons sometimes, and when focused on the learner, you can establish a more worthwhile experience that benefits all. 

In conclusion, Sarah’s post was an eloquent synthesis of her learning that was a pleasure to read and think about. 

Miss G always included a personal note in her blogs that I enjoy. It makes readers feel like they are personally being spoken to. I appreciate her candour of being apprehensive about using Microsoft as a tool, as I too feel this same apprehension. 

Her chosen moment to reflect on multimedia learning (a french music video in highschool) is an intriguing choice. I have never done an activity like this and think it is a great way to engage older learners in foreign language translation. The use of a music video is engaging with visuals, popular music, and perhaps onscreen text. With many modes of representation, the learner can benefit from the Paivio’s Dual coding theory outlined by Sorden in his paper “The Cognitive Theory of Multimedia Learning”.

I also agree with her argument that a Learner-centred approach, as discussed by Mayer, is a better approach to multimedia instruction. By adapting technology to fit your learners and your learning outcomes, you will always have a beneficial lesson that has the intended takeaways of a multimedia lesson. 

In conclusion, Miss G had a well-balanced post of both personal and professional evaluation of both herself and her new-found knowledge of multimedia learning. I look forward to keeping up with her learning journey.