Narrated REBEL Post Primary Module 5

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.

Applying Cognitive Load Theory

To minimise extraneous load and keep students focused, adopt the following practices:

Weeding:

Segmenting:

remove anything irrelevant;

chunk information with shorter videos and natural pauses;

Signalling:

Matching modality:

use visual cues to highlight key information;

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.

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

The Digital Storytelling Process

Digital storytelling involves:

Coming up with a story idea
Writing the script
Creating the storyboard of what scenes will look like
Gathering multimedia files to support the story
Creating your story using a digital tool of choice
Reflecting upon the end product and identifying areas for improvement

This process is not always linear. For example, storytellers may start gathering their images before they write their script to inspire the story writing process.

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Planning for Storytelling

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A storyboard is a series of sketches or images and notes meant for pre-visualising what you want to happen in a digital story. It provides a focus in the creation of the digital story so there is a clear plan to follow. These storyboards do not need background detail or colour, unless it is essential to the story.

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Storyboard.pdf

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You can find free storyboard templates online, or draw your own. Alternatively, click on the image above to access a storyboard template.

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Tools for creating multimedia resources

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There are lots of digital tools which can be used by teachers and learners to create multimedia resources. In this module, we will focus on two: Adobe Express & Book Creator. We will then look at podcasting.

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Task 1

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Do you currently use any of these tools (or any others) to create multimedia resources? If so, please share them here.

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Book Creator

Book Creator is an easy to use digital book maker, available online. A variety of media can be imported into the book and voiceovers and text added. The completed book can be shared in a variety of ways.

This video describes how to create a digital story using the Book Creator website.

You can also access Book Creator via an iPad app.

Adobe Express

Teachers and students can easily create short instructional videos which combine text, images, video, icons, narration and music using Adobe Express. Completed videos can be shared in a variety of ways.

This video describes how to create a digital story using the Adobe Express website.

You can also create videos using the iPad app on the Apple Store.

Podcasting

Another method of digital storytelling is podcasting. A podcast is a digital audio story created to share ideas, presentations or music.

If you assign a podcast for students as part of a blended learning activity, they can listen anywhere: on the school bus, walking home, or at home. Students may listen to podcasts for longer than they might spend on traditional homework, as they can do it on the move. Like reading a good book, a podcast also allows students to picture what they’re listening to, creating their own visual images in their minds. As students can access podcasts on their phones, they’re engaging with a medium they already know.

Podcasts suitable for use with a selection of post-primary subjects are available on this Padlet. Feel free to add any recommendations for additional suitable podcasts linked to your subject(s).

Creating Podcasts

The process for creating a podcast is different to the process that is followed when creating a digital book or video. Podcast episodes have three basic elements: the introduction, main content and summary. Intro and outro music can be added as bookends to a podcast.

Learners can use podcasts in the classroom to interview each other or a visitor to the classroom, tell stories, create newscasts, hold debates, run radio shows or report on any class activity.

Benefits of Podcasting

Engaging: learners have the opportunity to consume or create content, supporting them to engage with content in different ways.

Active Learning: enables learners to construct new knowledge and build new skills leading to active learning.

Oral Language: learners are given the opportunity to use their oral language skills in real-life situations.

Digital Literacy Skills: with more emphasis placed on project work and presentations for Classroom Based Assessments (CBAs), podcasting can support students to use and develop these skills constructively.