I believe that one of the advancements that brought education to a completely new level is multimedia learning. I view multimedia learning is a process of learning that combines verbal delivery of educational material with the visual information in the form of pictures, videos and animation, and helps the students to learn effectively, as the two channels of information are used at the same time – verbal and visual. Multimedia learning allows the students to improve their capacities of information processing. Usually, I associate it with classroom environment that is the most suitable for multimedia learning, as well as with different modes of distance learning and virtual classrooms. I believe that the fact that multimedia learning has become deeply ingrained in modern education is widely beneficial, as with incorporation of technology in a classroom it is easier to implement multimedia learning methods. The typical example of multimedia learning is the presentation that combines pictures, animation and videos with the information presented in the speech. I am absolutely convinced that visual aids provide the possibility of immediate reinforcement of the studied concepts and trigger deep understanding and creating of mental representations. The use of Internet allows the students to conduct research right in the classroom and inspires their interest in the process of learning, as they are in the control of the information they seek, so they get more engaged in the process. In language learning, for example, multimedia exposes the students to a variety of diverse texts. The history classes may be accompanied by the films that provide a different perspective on the particular historical event.
There are three basic views of multimedia messages that define their emphases. My impression is that the delivery-media one emphasizes the physical objects that are used as mediums of delivery, such as screens, computers and other devices, which are combined in the process of learning; for example, the instruction delivered with the help of a projector, screen and speaker’s notes. Presentation-modes view concentrates on the way the information is delivered, which is combination of words with pictures; for example, in our classes we often use the speech and slides with pictures, graphs and figures. Sensory-modality view focuses more on the combination of different senses used by the learners when exposed to new information. What I mean is that the learners perceive the information mostly with their ears and eyes, so they use visual and auditory channels. Sensory-modality view is the most consistent with my vision of media learning, as it seems to me that it is explicitly learner-centered. From my perspective it is the most accurate view, as it emphasizes the learners and the ways they process information, and not the mediums and modes. The main purpose of multimedia learning is enhancing the learning process, so I believe that the senses of the learners that are the targets of media messages are to be in the center of attention.
I am strongly convinced that the cognitive theory of media learning developed by Richard E. Mayer guides multimedia learning research. I hold the view that it promotes the learning process by combining the knowledge on how we learn with the knowledge on the instruction methods and techniques. The theory emphasizes the cognitive processes in the brain that are connected with learning, and is based on the fact that people perceive the information mostly using to sensory systems, auditory and visual. Even though the working memory can process only small chunks of information, I strongly believe that there should be ways to use these limitations wisely to promote the learning. From my perspective, the multimedia instruction takes into account the processes of perception, analysis and integration of the material involved in learning. For this reason, I am inclined to think that the information perceived via different channels is analyzed and logically integrated with previous knowledge to build consistent mental representations of newly-acquired knowledge.
I am certain that cognitive theories should be used in designing and evaluating the materials, as they offer guidance that helps to enhance learning. For example, the use of multimedia does not boost the learning processes, unless it is used consistently and effectively. I am sure that cognitive theories give theoretical basis for organization of the multimedia classroom, as they explain what strategies are consistent with the structure of multimedia messages in a way that is the most beneficial for the learners with the help of combining relevant visual and auditory materials, using every channel consistently and staying aware of the cognitive processes, which are pivotal in multimedia learning. From my point of view, if the theories provide such a useful guidance on how to promote learning, they should be used in the process of designing and evaluating the multimedia materials and maximizing their efficiency.
There are basically two kinds of approaches towards multimedia learning: technology-based and learner-based. Technology-based approaches focus on the application of the latest technological advances in the classroom with the emphasis on what technology’s functions can offer to a learner. I think that these approaches have proven to fail as all the novelties in the field of technology that appeared in the last decades, such as radio, television and computer, had high potential, but were not used correctly to produce the positive results. In my view the problem lies in the fact that the learning process was adjusted to the newly-arrived technology, while the needs of the learner and the specificity of their cognitive processes were ignored. It is better to apply learner-centered approach and modify the technology to the demands of the learners. I am absolutely certain that the learner-centered approaches are more consistent with the cognitive theories of multimedia learning, as they do not concentrate on the technology and its methods of presentation, but on the way it is compatible with cognitive aspects of learning and how it may be adjusted to suit the specific ways the brain works. I am sure it is beneficial, as the technology in this case is used as the aids to enhance the cognitive processes and not as a solution to educational problems. I favor it, as it emphasizes the role of human mind, while it treats the technology as a complement to promote thinking. I have personally experienced the ineffectiveness of technology-centered and the effectiveness of learner-centered approaches. When I was at middle school, the classes were often turned into cinema sessions, so there was a film with some simple discussion afterwards. However, these movie sessions were extremely ineffective, as most of the students were constantly getting distracted, and did not pay much attention to what was shown on the screen. The same thing happened during presentations with a lot of text on the slides. The majority of students concentrated on rewriting the text from the slides instead of listening to the teacher, and it hindered the continuity of the lessons, as the information channels got overloaded. On the contrary, learner-centered approaches are very effective, as they empower the learners. For example, I feel like online discussion tasks and blogs are extremely beneficial, as they give me the time to research, analyze and think, rather than present me with the ready chunks of information that are difficult to perceive and process.
References
Joshi, A. (2012). Multimedia: A technique in teaching process in the classrooms. Current World Environment, 7(1), 33-36. Retrieved from http://www.cwejournal.org/pdf/vol7no1/CWEVO7NO1P33-36.pdf
Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. Cambridge University Press. Retrieved from https://books.google.com.ua/books?id=5g0AM1CHysgC&dq=technology+centered+approaches&hl=ru&source=gbs_navlinks_s
Saxena S. (2013). Using technology to create student-centered learning environment. EdTechReview. Retrieved from http://edtechreview.in/trends-insights/insights/743-using-technology-for-student-centered-learning-environment
SEG Research. (2008). Understanding multimedia learning: Integrating multimedia in the K-12 classroom. BrainPOP. Retrieved from https://www.brainpop.com/new_common_images/files/76/76426_BrainPOP_White_Paper-20090426.pdf
