The Impact of Multimedia

I really like the use of video and audio in online learning and hope to incorporate both in future courses I develop. Multimedia lessons have the potential to quickly engage learners and stimulate their interest. Technology, and in particular, Web 2.0 technology, easily facilitates the use of multimedia components into online learning environments. Boettcher and Conrad maintain that “Using audio and video tools creates a richer, more interesting, and more satisfying course experience” (2010, p.140) for learners.

According to an online source, “Mayer’s cognitive theory of multimedia learning presents the idea that the brain does not interpret a multimedia presentation of words, pictures, and auditory information in a mutually exclusive fashion; rather, these elements are selected and organized dynamically to produce logical mental constructs” (www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html). Stated elsewhere, Mayer’s theory simply asserts that individuals learn more deeply when they process both words and pictures simultaneously, versus processing words alone. Mayer’s theory goes on to discuss dual channel processing and the notion that we receive information through our eyes and our ears (visual and auditory channels). Engaging both channels simultaneously leads to deeper learning, hence the power and appeal of multimedia in online learning.

These days it is very easy to add multimedia elements to online courses. Take YouTube for example. YouTube is such a powerhouse – a fantastic repository of almost every type of video imaginable. Currently, I am putting together the educational programming for my organization’s annual conference. Part of my work involves selecting a keynote speaker. Over the past two or three weeks I have poured over dozens of videos in search of the perfect speaker, many of which were found very easily on YouTube. (As a quick aside . . . here is the link to a YouTube video I highly recommend for you. I found this one during my search; it’s about 18 minutes long and discusses leadership in a very interesting, poignant and engaging manner. Enjoy, when you get the chance … http://www.youtube.com/watch?v=qp0HIF3SfI4). We have a basic online supervisory course that I am updating; I can’t use this speaker or the video for the conference, but because of the ease of using YouTube videos, I can quickly embed this video into our supervisory course. Right now the course has no audio or video elements, so this will be a welcome addition, I am hoping.

As excited as I am about incorporating multimedia into my online courses, I do not advocate the use of media without a well-thought through plan about its purpose. In fact one of the most important considerations an online instructor should make before implementing multimedia is whether the media support the learning objectives. Most learners enjoy the interactivity and sense of authenticity afforded by multimedia. But as online instructors, we must ensure that the media add to, enhance, or support the content and the objectives of the lesson before adding the bells and whistles of multimedia with no consideration of its purpose.


References:

Learning-Theories.com. Cognitive Theory of Multimedia Learning . Retrieved March 30, 2011 from: http://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html

Mayer, R. E.; R. Moreno (1998). “A Cognitive Theory of Multimedia Learning: Implications for Design Principles”. http://www.unm.edu/~moreno/PDFS/chi.pdf.

Moreno, R., & Mayer, R. (1999). “Cognitive principles of multimedia learning: The role of modality and contiguity”. Journal of Educational Psychology 91: 358–368.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.