Training and Learning in Multimedia (DETC620)
The Media Debate between Richard E. Clark and Robert B. Kozma on the impact of media on learning.
Media influence on the learning process (Yea or Nay) Group Project
The impact of media on learning is an ongoing debate. This course provided an opportunity to collaborate with a fellow student and conduct an debate of the issue of multimedia in distance education. I evaluated both sides of the issue and was privy to the diverse issues on both sides of the argument.
Argument 1: (Mishack/UMUC Student)
Media does not influence learning under any condition, but curriculum reform does (Clark, 1983, p. 445)
Explanation: A computer might present learning content audio-visually in attractive and speedy ways, but that may not mean that this technologically assisted way of learning translates into improved learning performance.
Evidence: Clark (1983) anchors his arguments on Lumsdaine (1963) who reviewed studies in defense of media's enhancing of learning. Lumsdaine refuted such studies based on factors such as methodological flaws and focus.
Media influence on the learning process (Yea or Nay) Group Project
The impact of media on learning is an ongoing debate. This course provided an opportunity to collaborate with a fellow student and conduct an debate of the issue of multimedia in distance education. I evaluated both sides of the issue and was privy to the diverse issues on both sides of the argument.
Argument 1: (Mishack/UMUC Student)
Media does not influence learning under any condition, but curriculum reform does (Clark, 1983, p. 445)
Explanation: A computer might present learning content audio-visually in attractive and speedy ways, but that may not mean that this technologically assisted way of learning translates into improved learning performance.
Evidence: Clark (1983) anchors his arguments on Lumsdaine (1963) who reviewed studies in defense of media's enhancing of learning. Lumsdaine refuted such studies based on factors such as methodological flaws and focus.
Argument 2: (Burrell/Myself)
Clark (1993) Bias Research
Studies hoped to prove that learning will be enhanced with a proper mix of medium, student, subject matter content and learning tasks. Clark (1991) indicates that these studies used “Media Selection” schemes or model to produce bias outcomes. Clark concludes that most of these models assumed learning benefits from media.
Explanation: Earlier research that implied media as simple delivery devices were later seen as poorly designed studies that lacked an adequate model or theory.
Evidence: Rival explanations designating media as having an advantage contains evidence of artifact and confounding, and biased editorial decisions which may favor research showing larger effect sizes for new media.
Clark (1993) Bias Research
Studies hoped to prove that learning will be enhanced with a proper mix of medium, student, subject matter content and learning tasks. Clark (1991) indicates that these studies used “Media Selection” schemes or model to produce bias outcomes. Clark concludes that most of these models assumed learning benefits from media.
Explanation: Earlier research that implied media as simple delivery devices were later seen as poorly designed studies that lacked an adequate model or theory.
Evidence: Rival explanations designating media as having an advantage contains evidence of artifact and confounding, and biased editorial decisions which may favor research showing larger effect sizes for new media.
Resources
Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 34-38.
Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7-19.
Carter, V. (1996). Do media influence learning? Revisiting the debate in the context of distance education. Open Learning(1), 31-40.
Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 34-38.
Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7-19.
Carter, V. (1996). Do media influence learning? Revisiting the debate in the context of distance education. Open Learning(1), 31-40.
Evaluation of Multimedia Learning Environments Using LORI
Learning Object Review Instrument (LORI)
Explored the literature on different approaches of multimedia evaluation covering a wide range of usability and pedagogical criteria to evaluate learning materials. see resource tab for literature
Researched two approaches used to select criteria which are appropriate to measure the quality of a multimedia application:
Usability of educational software (e. g. navigation, ease of use, interactivity between learner and learning objects, sequencing, interface design, legibility etc.)
Reeves, T. C., & Harmon, S. W. (1994). Systematic evaluation procedures for interactive multimedia for education and training. In S. Reisman (ed.), Multimedia computing: Preparing for the 21st century (pp. 472-505). Hershey, PA: Idea Group Publishing.
Pedagogical Dimensions are capabilities of IMM to initiate powerful instructional interactions, monitor learner progress, empower effective teachers and trainers, accommodate individual differences, or promote cooperative learning.
Objective Theory of Knowledge
Constructivist Theory of Knowledge
DE is constructive learning
Assignment 2: Apply the LORI Instrument (Learning Object Review Instrument
Explored the literature on different approaches of multimedia evaluation covering a wide range of usability and pedagogical criteria to evaluate learning materials. see resource tab for literature
Researched two approaches used to select criteria which are appropriate to measure the quality of a multimedia application:
Usability of educational software (e. g. navigation, ease of use, interactivity between learner and learning objects, sequencing, interface design, legibility etc.)
Reeves, T. C., & Harmon, S. W. (1994). Systematic evaluation procedures for interactive multimedia for education and training. In S. Reisman (ed.), Multimedia computing: Preparing for the 21st century (pp. 472-505). Hershey, PA: Idea Group Publishing.
- We would prefer to highlight the effectiveness and efficiency of IMM. Reliable and valid evidence of IMM’s outcomes and impact would be integral to our ideal marketing pitch.
- The dilemma for educators and trainers considering IMM program is how to invest their often limited resources as wisely as possible.
- We believe that a clearer explanation of the pedagogical and user interface dimensions of IMM is a middle ground for evaluation of IMM that will benefit all parties engaged in the design, adoption, and use of these systems.
- The media dimensions of IMM include such factors as color, text, video, and animation.
- Pedagogical dimensions are concerned with those aspects of the design and implementation of IMM that directly affect learning.
- User interface dimensions are concerned with those aspects of IMM that ensure the learner can actually engage in a meaningful interactive with a program.
Pedagogical Dimensions are capabilities of IMM to initiate powerful instructional interactions, monitor learner progress, empower effective teachers and trainers, accommodate individual differences, or promote cooperative learning.
Objective Theory of Knowledge
- Humans acquire knowledge in an objective manner through the senses (external)
- Learning consist of acquiring truth
- Learning can be measured precisely with tests
Constructivist Theory of Knowledge
- Knowledge does not exist outside the bodies and minds of humans (internal)
- What we know of reality is individually constructed.
- Humans construct knowledge subjectively based on prior experience and metacognitive processing or reflection.
- Learning consist of acquire viable assertions or strategies that meet one’s objectives
- Learning can be estimated through observations and dialogue.
DE is constructive learning
- Multiplicity of perspectives
- Full range of options
- Assist students in their discovery
- Would not overly direct the learning process
Assignment 2: Apply the LORI Instrument (Learning Object Review Instrument