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Summary Learning and Instruction (EST-Master UTwente)
- Instelling
- Universiteit Twente (UT)
Summary of the chapters that are needed to learn for the exam of learning and instruction.
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Voorbeeld 3 van de 28 pagina's
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Summary of Learning and instructionLecture 1 Theoretical foundations
Chapter 1: Introduction to multimedia learning
Multimedia = presenting both words (verbal form, such as using printed or spoken text) and
pictures (materials presented in pictorial form).
Multimedia learning = people can learn more deeply from words and pictures than from
words alone. Building mental representations from words and pictures.
Multimedia instruction = involves presenting words and pictures that are intended to
promote learning. refers to designing multimedia learning environments in ways that help
people build mental representations that support performance on subsequent tasks.
Students perform better from words and pictures together than from words alone.
2 types of active learning
1. Behavioral learning = showing the ‘approved’ behavior but not learning from it (filling
in the blanks without thinking about it)
2. Cognitive learning = watches and the tutorials, focusing on essential steps really
learn from it.
Three concepts or views of multimedia learning
1. Response strengthening learning is seen as the process of strengthening or
weakening associations between stimuli and responses through repetition, practice
and reinforcement. The key concept is that learning is a matter of forming and
reinforcing correct behaviors through repeated exposure and practice. Feedback is
critical for strengthening these associations.
Role of multimedia: repititve exercises or drills, reinforcing correct responses through
feedback. E.g. language-learning apps repeat their vocabulary exercises.
2. Information acquisition view treats learning as a process of obtaining information
from external sources and storing it in memory, to fill an empty vessel. It aligns more
with traditional, transmission-based approaches to learning. The key concept is that
the learner is a passive recipient of information, which is transferred from the
multimedia presentation (text, image, video) into the learners memory.
Role of multimedia: delivering information in ways that are clear and engaging, often
combining visual and auditory elements. E.g. an instructional video.
3. Knowledge construct Learners actively construct their own understanding of
material by integrating new information with prior knowledge. Learning is not about
passively receiving information but actively making sense of it. The key concept is that
learners play an active role in creating meaning and learning happens through the
process of organizing interpreting and integrating new information.
Role of multimedia: wants learnes to create meaningful interaction with content,
encouraging them to think critically, make connections and build on their existing knowledge.
E.g. interactive simulations, problem-solving tasks, etc.
Chapter 2: Foundations of multimedia learning
Baddeley’s three component model of working memory
1
,Information can only very briefly be held in sensory memory, it can selectively be
manipulated and shortly stored in working memory.
Model could be seen as a refinement of Atkinson and Shiffrin (1968) short-term memory
store:
- Information passes from one memory store to another in a linear way.
- The multimedia store model, information is detected by sense organs and enters
sensory memory. if attended to this information enters short-term memory.
- Information that reaches short-term memory is transferred to the long-term memory
only if that information is rehearsed or processed in some way. if maintenance
rehearsal does not occur, the information is forgotten.
Baddeley’s original model (1974)
Phonological loop = processes verbal and auditorial information. Information is stored here
and is preserved through active rehearsal in the articularly loop.
Visuospatial sketchpad = visual and spatial information. Responsible for the construction and
manipulation of mental images.
these systems are under the control of a central executive, which controls both
subsystems by allocating resources, but also actively processing information separate from
the subsystems (responsible for focusing attention, dividing attention and task switching.)
in this model, these two do not interfere with each other.
Baddeley’s refined model (2000) four-component model of working memory
This model provides a binding link between more permanent storage systems and the
temporary systems in the original model.
- Episodic LTM = is limited in capacity. Information is integrated from both the
subsystems and long-term memory into multimodal episodic representations.
Baddeley influences Mayer into the following model:
2
, Dual channel assumption = humans possess separate information processing channels for
visually/spatially represented materials and auditorial/verbally represented material.
It proposes that humans are limited in the amount of information that can be processed
in each channel at one time.
Baddeley models = aims at presenting a theoretical framework that can explain a broad
range of memory phenomena
Mayer’s model = aimed at explaining multimedia learning.
Dual coding theory (Paivio)
Central hypothesis of dual coding = that there are two functionally independent systems with
which information is represented in memory; a verbal system (words) and a non-verbal
(pictures) system.
These systems interact with each other through referential connections allows the
learner to perform operations such as linking images to words or names to pictures.
Differences between mayers model and dual coding theory:
- Dual coding theory does not distinguish explicitly between working memory and long-
term memory and focuses more on the activation of associative structures and
referential connections.
- The implementation of integrative processing between verbal and non-verbal
information differs.
Cognitive load theory
3
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