I appreciated that ESLI presented the multimedia principle and expanded on types of illustrations that enhance the content type: fact, concepts, process, procedure, or principle. Often, in course development, I see images and animations selected after the text or copy is written and without a lot of thought to the content and how/whether the image or animation will help the learner construct representations that foster connections. In the past, I have overlooked that the presentation of a principle was followed by a video that was vaguely related, because the video was selected after the text and was “the only thing that could be found.” I now realize it probably inhibited the learning. I will also consider the research on static illustrations vs. animations when deciding whether a costly video is really the right fit for the type of content.
I also find that we struggle with the second research question, “Does the multimedia principle apply equally to all learners?” There are times when we do not have the luxury of an in-depth learner analysis or, as in the case of open-access courses, there can be a variety of learner levels. We have approached this challenge by providing those who may be less-advanced with text and graphics, but included more in-depth information in text (for example, a link to an article) for an advanced learner.
The “Five ways to reduce PowerPoint overload" is excellent in that it models a more effective multimedia presentation and ties it to the multimedia principle (and four others). I am currently deciding on a learning strategy for a course design which includes how the content will be presented in the learning management system screen views, and I plan to use these tips to assess whether we are using headings, narration, and visuals for best learning.
I also find that we struggle with the second research question, “Does the multimedia principle apply equally to all learners?” There are times when we do not have the luxury of an in-depth learner analysis or, as in the case of open-access courses, there can be a variety of learner levels. We have approached this challenge by providing those who may be less-advanced with text and graphics, but included more in-depth information in text (for example, a link to an article) for an advanced learner.
The “Five ways to reduce PowerPoint overload" is excellent in that it models a more effective multimedia presentation and ties it to the multimedia principle (and four others). I am currently deciding on a learning strategy for a course design which includes how the content will be presented in the learning management system screen views, and I plan to use these tips to assess whether we are using headings, narration, and visuals for best learning.
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