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Learning technology
Prof. dr. Liesbeth Kester
Content
• Learning technology • Multimedia learning theory and instructional
design theory for multimedia learning • Design principles for effective multimedia
learning
Learning technology: definition
“the study of those principles and methods employed to achieve learning”
Kirschner, P. A., & Kester, L. (in press). A research agenda. A tale of two cities? In N. Rushby and D. Surry (Eds.), Wiley Handbook of Learning Technology.
Learning technology
vs. Technological artefacts
Technological artefacts
Technological artefacts
Learning technology and technological artefacts
Learning technology and technological artefacts
Learning technology and technological artefacts
Technological functions
have
Learning technology and technological artefacts
Technological functions
have
Educational functions
(may) have
Learning technology and technological artefacts
Technological functions
have
Educational functions
(may) have
grounds
Urban Myths about learning technology and technological artefacts • New technology is causing a revolution in education • Internet belongs in the classroom because it is part of the
personal world experience of children • Today’s digital natives are a new generation who want a new
style of education • The internet makes us dumber • Young people don’t read anymore • You learn nothing from games other than violence • You can help poor children to learn just by giving them access
to computers De Bruyckere, P., Kirschner, P. A., & Hulshof, C. D. (2015). Urban Myths about Learning and Education. Academic Press.
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New technology is causing a revolution in education
Blauw = eens; rood = oneens
You can help poor children to learn just by giving them access to computers
You learn nothing from games other than violence
The internet makes us dumber
Young people don’t read anymore
Today’s digital natives are a new generation who want a new style of education
Internet belongs in the classroom because it is part of the personal world experience of children
Learning technology: research
“how learners learn and how different forms of instruction can make that learning more effective, efficient and/or enjoyable”
Technological artefacts: research
Educational functions
have
“how the technological artefacts that the designer has at her/his disposal can be employed to support the design”
Effective Multimedia Learning
What is multimedia?
https://www.youtube.com/watch?v=BuFr393VWC4
Multimedia Environments
e.g., serious games
Multimedia Environments
e.g., hypermedia
Multimedia Environments
e.g., AR apps
Multimedia Environments
e.g., computer-based training
Urban myths about multimedia learning
• Multimedia (MM) material produces more learning • MM instruction is more motivating • MM instruction provides animated pedagogical agents that
aid learning • MM instruction accommodates different learning styles and
so maximizes learning for more students • MM instruction facilitates student-managed constructivist and
discovery approaches that are beneficial to learning
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Blauw = eens; rood = oneens
MM material produces more learning
MM instruction is more motivating
MM instruction provides animated pedagogical agents that aid learning
MM instruction accommodates different learning styles and so maximizes learning for more students
MM instruction facilitates student-managed constructivist and discovery approaches that are beneficial to learning
Urban myths about multimedia learning
• MM instruction provides students with autonomy and control over the sequencing of instruction
• MM instruction allows students the opportunity to practice critical and higher-order thinking
• MM instruction encourages incidental learning of enriched information
• MM instruction promotes interactivity • MM instruction permits students to experience an authentic
learning environments and activities
Clark, R. E. & Feldon, D. F. (2014). Ten common but questionable principles of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia
learning, second edition (pp.151-173). New York: Cambridge University Press.
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Blauw = eens; rood = oneens
MM instruction provides students with autonomy and control over the sequencing of instruction
MM instruction permits students to experience an authentic learning environments and activities
MM instruction promotes interactivity
MM instruction encourages incidental learning of enriched information
MM instruction allows students the opportunity to practice critical and higher-order thinking
Multimedia learning and instructional design theory
Design Instructional systems design
Message design Instructional strategies Learner characteristics
Development Print technologies
Audiovisual technologies Computer-based technologies
Integrated technologies
Multimedia learning and instructional design theory
• How do we process a multimedia message?
– Mayer’s Cognitive Theory of Multimedia Learning
Long-term memory
Sensory memory
Working memory
Words
Pictures
Input
Input
Words
Pictures
Verbal model
Pictorial model
Prior knowledge
Environment
Selecting words
Selecting pictures
Organizing words
Organizing pictures
Integrating
Listening
Reading
Watching
Mayer, 2014
Multimedia learning and instructional design theory
• How do you align instruction to the human cognitive architecture? – Sweller’s Cognitive Load Theory
Cognitive load theory (Paas & Sweller, 2014)
Working memory
Intrinsic load Extraneous or irrelevant load Germane or relevant load
Multimedia learning and instructional design theory
• How do you stimulate learning and self-
regulated learning in multimedia environments? – Van Merriënboer’s Four Component Instructional
Design Model
• Schema construction:
– Induction (learning tasks) – Elaboration (supportive information)
• Schema automation: – Knowledge compilation (procedural information) – Strenghtening (part-task practice)
Four Component Instructional Design (Van Merriënboer & Kirschner 2013)
Self-directed learning & Self-regulated learning Brand-Gruwel et al. (2014)
Design principles for effective multimedia learning
Van Merriënboer, J. J. G., & Kester, L. (2014). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), Cambridge Handbook of
Multimedia Learning. Cambridge: University Press.
Effectively processing Multimedia
Effectively processing Multimedia
Learning from Multimedia
Self-regulated learning with
Multimedia
Effectively processing Multimedia
Learning from Multimedia
Effectively processing Multimedia
Cognitive load theory Managing intrinsic load Decreasing irrelevant load
Effectively processing Multimedia
MM Material: The signaling principle
Managing intrinsic load [1]
Effectively processing Multimedia
MM Material: The signaling principle The segmentation principle
Managing intrinsic load [1]
http://ntracademie.nl/cursussen/cursuspagina/10-stappencursus-breien/stap/8.html
Effectively processing Multimedia
MM Material: The signaling principle The segmentation principle The self-pacing principle
Managing intrinsic load [1]
Effectively processing Multimedia
MM Material: The signaling principle The segmentation principle The self-pacing principle MM Environment: The physical-fidelity principle
Managing intrinsic load [2]
Effectively processing Multimedia
MM Material: The signaling principle The segmentation principle The self-pacing principle MM Environment: The physical-fidelity principle The training-wheels principle
Managing intrinsic load [2]
Effectively processing Multimedia
MM Material: The signaling principle The segmentation principle The self-pacing principle MM Environment: The physical-fidelity principle The training-wheels principle The sequencing principle
Managing intrinsic load [2]
Effectively processing Multimedia
MM Material: The signaling principle The segmentation principle The self-pacing principle MM Environment: The physical-fidelity principle The training-wheels principle The sequencing principle The completion-strategy principle
Managing intrinsic load [2]
Effectively processing Multimedia
MM Material: The signaling principle The segmentation principle The self-pacing principle MM Environment: The physical-fidelity principle The training-wheels principle The sequencing principle The completion-strategy principle The individualization principle
Managing intrinsic load [2]
Effectively processing Multimedia
MM Material: The signaling principle The segmentation principle The self-pacing principle MM Environment: The physical-fidelity principle The training-wheels principle The sequencing principle The completion-strategy principle The individualization principle The collaboration principle
Managing intrinsic load [2]
http://www.youtube.com/watch?v=Hrn_9z6t-bQ
Effectively processing Multimedia
MM Material: The spatial split-attention principle
Decreasing irrelevant load
http://www.youtube.com/watch?v=gxcAQMdacp0 http://www.schooltv.nl/video/onweer-hoe-onstaan-donder-en-bliksem/#q=bliksem
Effectively processing Multimedia
MM Material: The spatial split-attention principle The modality principle
Decreasing irrelevant load
Platentektoniek
Platentektoniek
Effectively processing Multimedia
MM Material: The spatial split-attention principle The modality principle The coherence principle
Decreasing irrelevant load
Figuur 1. Per dag gebruik je 48, 5 liter water om te douchen; 33,7 liter om de wc door te spoelen; 15,4 liter om je kleding te wassen; 6,1 liter om de vaten te wassen; 5,0 liter aan de wasbak; 2,8 liter om te badderen; 1,8 liter aan de gootsteen; 1, 4 liter om te koken en 5,3 liter water aan overig.
Effectively processing Multimedia
MM Material: The spatial split-attention principle The modality principle The coherence principle The redundancy principle
Decreasing irrelevant load
Learning from Multimedia Four component instructional design Schema construction Schema automation
Winterkoning
De winterkoning is een kleine vogel die vooral wordt gekenmerkt door de rechtopstaande houding van de staart. Het verenkleed is roodbruin en voorzien van talrijke donkere dwarsstreepjes. De zang van de winterkoning bestaat uit een reeks schetterende klanken met een triller en een hoge toon op het eind. De zang is erg luid en het gehele jaar te horen. De vogel bevindt zich meestal laag in het struikgewas of onder andere beschutting en is vrijwel voortdurend in beweging.
Winterkoning
De zang van de winterkoning bestaat uit een reeks schetterende klanken met een triller en een hoge toon op het eind. De zang is erg luid en het gehele jaar te horen. De vogel bevindt zich meestal laag in het struikgewas of onder andere beschutting en is vrijwel voortdurend in beweging.
Learning from Multimedia
MM Material: The multimedia principle
Enhancing schema construction
https://www.youtube.com/watch?v=kNPYwEerAk0
Learning from Multimedia
MM Material: The multimedia principle The dynamic visualization principle
Enhancing schema construction
https://www.youtube.com/watch?v=hhx11NNnPJM
Learning from Multimedia
MM Material: The multimedia principle The dynamic visualization principle MM Environment: The variability principle
Enhancing schema construction
https://www.youtube.com/watch?v=4B3ZcDm7i-g
Learning from Multimedia
MM Material: The multimedia principle The dynamic visualization principle MM Environment: The variability principle The prior-knowledge principle
Enhancing schema construction
Learning from Multimedia
MM Material: The multimedia principle The dynamic visualization principle MM Environment: The variability principle The prior-knowledge principle The self-explanation principle
Enhancing schema construction
http://www.youtube.com/watch?v=Koylq78LzoM
Learning from Multimedia
MM Material: The temporal split-attention principle
Enhancing schema automation
https://www.youtube.com/watch?v=Fko4WKyu6NY
Learning from Multimedia
MM Material: The temporal split-attention principle MM Environment: The component-fluency principle
Enhancing schema automation
Self-regulated learning with
Multimedia
Four component instructional design Self-regulated learning skill development
Self-regulated learning with
Multimedia
MM Environment: The development portfolio principle
Enhancing SDL/ SRL skill development
Self-regulated learning with
Multimedia
MM Environment: The development portfolio principle The second-order scaffolding principle
Enhancing SDL/ SRL skill development
To sum up …
To sum up …
To sum up …
Technological functions
have
To sum up …
Technological functions
have
Educational functions
(may) have
To sum up …
Technological functions
have
Educational functions
(may) have
grounds
