Multimedia Learning of History
From Eduwiki
Chapter 24 Multimedia Learning of History by Jennifer Wiley and Ivan K. Ash
Multimedia learning in the context of learning history is redefined and slightly broadened according to this article by Wiley and Ash. In this context, the multimedia experience is acquiring and learning from a variety of sources as it represents a form of multiple-channel learning. In studying history, different forms of instructional tools such as maps, charts, timelines, artifacts, paintings and photographs are used to convey historical data and analysis. This medium of instruction essentially identifies multimedia learning as the essence of studying history as information is collected and learned by comparing and contrasting various sources.
There are two main schools of thought in teaching history which is 1) enhancing collective memory or 2) disciplinary approach. Enhancing collective memory has been the traditional view in teaching history which is to primarily teach students to memorize events, names and dates according to educational policy makers. The disciplinary approach is based on teaching skills of inquiry used by expert historians. The more favorable and substantially effective method has proven to be the disciplinary approach, as research has shown that students learn by generating their own historical accounts by evaluating a variety of sources and interpretations. In understanding this pedagogy, Wiley and Ash discuss a variety of research that summarizes two main purposes to multimedia learning: 1) multiple-source environments attempt to make history learning more like the activities of real historians, and 2) graphics or archives are often used to make the context of the time under question more engaging, vivid or personally relevant for the learner.
In order to teach students how to study history similarly to expert historians, instructional models have been created to teach historical inquiry. Many of these instructional models have been executed through technology, primary source documents, images, videos and the internet. Research has shown that learning from multiple sources with a persuasive writing task has proven to show better understanding of the historical subject than learning from a single source. Inquiry based learning appears to be more effective in student engagement when various sources of information is collected and analyzed. Some specific pedagogy used through the multimedia approach are group work, access to original source information, interaction with knowledgeable mentors, and specific inquiry tasks. These examples reveal that students are oriented in learning much more effectively through multimedia learning.
Graphics have also proven to be a multimedia source that communicates clearly with students. Video-based media appears to be the most popular and engaging resource used by many teachers. This form of instruction have shown to be highly positive when accompanied by a reading. Creating this hypermedia environment helps students to see the relationship between historical events, places and ideas.
In conclusion, Wiley and Ash clearly states that although multimedia learning with historical inquiry is a successful pedagogy, teachers have the responsibility to create an environment where participation is highly structured and guided with clear goals. Simply giving students a variety of resources do not automatically result in students engaging in inquiry and analysis. It is important for teachers to actively instruct and guide in the skills of historical inquiry through multimedia learning.
