Tag Archives: Multimedia effect

Blog of the Week: 26 June 2020 – What does the research say about designing video lessons?

Education technology is really powerful. The problem is that it is just as easy to use that power badly as to use it well.

You can see this with video lessons – clearly video allows you to do all kinds of cool things, but how many of these cool things will help students to learn better?

The best guide I have come across is the work of Richard Mayer, in particular The Cambridge Handbook of Multimedia Learning. It is truly exhaustive – it details hundreds of studies, establishes a couple of dozen principles, and makes it clear where the research is limited or in flux, and where the boundary of each principle lies. In chapter 3 of my book Teachers vs Tech I write about quite a few of Mayer’s principles. I also say that given just how complex …

View original post here

Blog of the Week: 13 December 2019 – Modelling modelling: into the classroom with live drawing

A Chemical Orthodoxy

This post comes unashamedly on the tails of Pritesh Raichura’s excellent series on teacher explanation which you can read here. I’ve written recently on dual coding and the multimedia effect because, like Pritesh, I’m worried that dual coding is in danger of lethally mutating beyond its evidence base. For me, dual coding is a process that is best used when explaining difficult material, not when making jazzy posters or the like. To summarise my previous article:

  • The working memory includes two channels: verbal (language) and visual (things you see that don’t have anything to do with language)
  • Utilising both increases the capacity of working memory and allows for a greater number of entities to be processed at once
  • This is called dual coding
  • When dual coding is carried out effectively, there is a boost to processing and learning, known as the multimedia effect

Teachers have been using diagrams to…

View original post 996 more words