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Click on the speaker icon throughout this eBook to listen to narration
Learning Intentions
Participants will have a better understanding of:
Universal Design for Learning
Multimedia
Digital storytelling
How to create digital stories using Book Creator and Adobe Express
Podcasting
How to create a podcast
Universal Design for Learning
Multimedia
Digital storytelling
How to create digital stories using Book Creator and Adobe Express
Podcasting
How to create a podcast
Universal Design for Learning
Universal Design for Learning (UDL) is a framework promoting flexible teaching, learning and assessment practices to cater for the diversity of learners in our classrooms.
UDL provides multiple ways for learners to access information, engage with materials and demonstrate their learning.
UDL provides multiple ways for learners to access information, engage with materials and demonstrate their learning.
To learn more about UDL and how it can be used by teachers to meet the needs of their learners in a blended context, watch this video.
Further information on inclusion is available on the REBEL toolkit.
Multimedia Learning
The Cognitive Theory of Multimedia Learning builds on the Cognitive Load Theory, noting that working memory has two channels for information acquisition and processing: a visual/pictorial channel and an auditory/ verbal processing channel (Mayer & Moreno, 2003).
Although each channel has limited capacity, the use of the two channels can facilitate the integration of new information into existing cognitive structures. By using both channels, working memory’s capacity is maximized, but either channel can be overwhelmed by high cognitive load. Therefore design strategies that manage the cognitive load for both channels in multimedia learning materials promise to enhance learning.
Mayer, R.E. & Moreno, R. (2003).
Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist 38, 43-52.
Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist 38, 43-52.
Applying Cognitive Load Theory
To minimise extraneous load and keep students focused, adopt the following practices:
Weeding:
Segmenting:
Segmenting:
remove anything irrelevant;
chunk information with shorter videos and natural pauses;
chunk information with shorter videos and natural pauses;
Signalling:
Matching modality:
Matching modality:
use visual cues to highlight key information;
use audio and visuals, but avoid the use of too much printed text.
use audio and visuals, but avoid the use of too much printed text.
Mayer RE and Moreno R (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist 38, 43-52.
Zhang D, Zhou L, Briggs RO, and Nunamaker JF Jr. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management 43, 15-27.
Ibrahim M, Antonenko PD, Greenwood CM, and Wheeler D (2012). Effects of segmenting, signaling, and weeding on learning from educational video. Learning, Media and Technology 37, 220-235.
Thomsen A, Bridgstock R, and Willems C (2014). ‘Teachers flipping out’ beyond the online lecture: Maximising the educational potential of video. Journal of Learning Design 7, 67-78.
Zhang D, Zhou L, Briggs RO, and Nunamaker JF Jr. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management 43, 15-27.
Ibrahim M, Antonenko PD, Greenwood CM, and Wheeler D (2012). Effects of segmenting, signaling, and weeding on learning from educational video. Learning, Media and Technology 37, 220-235.
Thomsen A, Bridgstock R, and Willems C (2014). ‘Teachers flipping out’ beyond the online lecture: Maximising the educational potential of video. Journal of Learning Design 7, 67-78.
What is Digital Storytelling?
Digital storytelling enables learners to create multimedia resources using images, voice, text and music which can be shared with peers and the wider community.
Benefits of Digital Storytelling
Multimedia resource
Collaboration
Ability to share
Responsible use