By Richard E. Mayer
For centuries verbal messages comparable to lectures and revealed classes were the first technique of explaining rules to newbies. even though verbal studying bargains a strong instrument, this booklet explores methods of going past the simply verbal. contemporary advances in photos know-how and data expertise have triggered new efforts to appreciate the opportunity of multimedia studying as a way of selling human knowing. In Multimedia studying, moment version, Richard E. Mayer examines no matter if humans research extra deeply while principles are expressed in phrases and photographs instead of in phrases by myself. He reports 12 ideas of educational layout which are in response to experimental learn experiences and level-headed in a idea of the way humans study from phrases and photographs. the result's what Mayer calls the cognitive concept of multimedia studying, a thought first constructed within the first version of Multimedia studying and additional constructed within the Cambridge guide of Multimedia studying.
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Additional info for Multimedia Learning
In addition, the bottom-right quadrant represents active cognitive learning based on active instructional methods (Mayer, 2004), such as interactive games and simulations. Some of the studies on interactive games and simulations reported in this book fall into this quadrant. TWO GOALS OF MULTIMEDIA RESEARCH Should you classify multimedia research as basic research or applied research? , the science of learning). 2, in which we ask whether the research contributes to learning 24 I. Introduction to Multimedia Learning Does research contribute to instructional practice?
2001). A taxonomy of learning for teaching: A revision of Bloom’s taxonomy of educational objectives. New York: Addison-Wesley-Longman. *Mayer, R. E. (2008). Learning and instruction (2nd ed). Upper Saddle River, NJ: Pearson Prentice Hall Merrill. The Promise of Multimedia Learning 27 Section 7 on “Two Kinds of Active Learning” *Mayer, R. E. (1999). Designing instruction for constructivist learning. In C. M. ), Instructional design theories and models (pp. 141–159). Mahwah, NJ: Erlbaum. *Mayer, R.
Introduction to Multimedia Learning SUGGESTED READINGS Asterisk (*) indicates that a portion of this chapter was based on this publication. ” Spector, J. , Merrill, M. , & Driscoll, M. P. (2008). ) New York: Erlbaum. Mayer, R. E. ). (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press. Section 2 on “The Case for Multimedia Learning” *Mayer, R. E. (2000). The challenge of multimedia literacy. In A. W. Pailliotet & P. B. ), Reconceptualizing literacy in the new age of media, multimedia, and hypermedia (pp.