Multimedia Learning of Cognitive Skills
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Chapter 30: Multimedia Learning of Cognitive Skills by Susanne P. Lajoie and Carlos Nakamura I. Introduction to Multimedia Learning of Cognitive Skills Referencing what we already know about Multimedia Learning present throughout this book, this section focuses on learning situations using computer technology (i.e., simulations)in terms of observing and interacting with media. Theories presented answer the question, why multiple representations support cogniton? II. What is Multimedia Learning of Cognitive Skills? Theories are shifting to cognition due to the increasing change in technology...can the learner act upon information to construct their own meaning?(How many times do the authors come back to dual coding? Again, presented in this section) The learner will be more receptive and responsive to multimedia by using different modalities and actively constructing knowledge through performing actions rather than observing them. III. The Effects of Multimedia from a Dual Coding Perspective. References to Mayer in Chapter 3, however, the authors want to transfer that theory to computer based rather than book based. IV. Example Learning Situations Authors elude to cognitive tools as the specific aid to cognition through interactive technologies, computers being one of the tools. I watched this video to understand the parameters within the situation described in the chapter: Surgical Intensive Care Unit Nurses, how expert nurses differed from novice nurses in conducting patient assessment. Within the first minute, one can understand why a computer based learning environment took place to facilitate problem solving, provide opportunities to practice applying their knowledge in the context of complex meaningful activities rather than in isolation. Here is the video clip. http://www.youtube.com/watch?v=P3x-ASSwLv0 The computer based learning environment used multiple forms of representation: tools for planning and goal posting within the context of real patient assessment problems, visual decision trees to allow nurses to compare their action plans with those of an expert. As a result, nurses became more systematic in their patient assessments. V. What are the limitations of Research on Multimedia Learning of Cognitive skills? Obviously, learning and comprehension break down when a given representation fails to convey the system in is entirety. To avoid redundancy, the information presented in this section mirrors the Rieber article. VI. What are the Implications of the Research for Cognitive Theory?
