Multiple Representations in Multimedia Materials

Sankey, Michael

doi:10.4018/978-1-59140-393-7.ch008

Cited by 6 publications

(6 citation statements)

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“…Diversifying the content typology appeared to suit the marginalized students' needs and learning styles overall. This finding is in line with that of Sankey, Birch and Gardiner's (2011) which measured the impact of Arab World English Journal www.awej.org ISSN: 2229-9327 204 multiple content representations on learning outcomes and thus report that their students were very satisfied "on their use of the multimodal learning elements and perceived that these had assisted comprehension and retention of the material" (p. 18).…”

Section: A Sense Of Equitysupporting

confidence: 83%

Migrating Vs. Decentralizing MOOC-based e-content to Teaching MA Language and Communication Students

Ghobrini¹,

Sarnou²

2022

AWEJ

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Never before has education been more tech-oriented, cloud-based, and online-driven, especially with this new pandemic-altered educational environment. However, new regulations worldwide limit physical interaction inside the bounds of educational institutions, which pushed Algerian university teachers to operate mainly online under unsuitable conditions. Therefore, our prime objective is to devise a MOOC-based teaching modal that primarily palliates the current dire problems regarding students’ equity. One of the solutions proposed in this paper is two equitable, to some extent, tech-enabled modalities of instruction that leverage the available first-rate Massive Open Online Courses (MOOC) e-content to teach Master of Arts (MA) students: language and communication students of English department at Mostaganem University in Algeria. There were two online groups, the first one regards migrating to the MOOC itself and letting students operate on the MOOC provider. The second e-group decentralizes the e-content to a closed Facebook group where students can access the e-pedagogical materials directly from the social-media-mediated landscape. To this end, a pedagogical action research based on the comparative approach is used to undertake this study that comprehended 44 students to compare the two e-groups through different working situations. Findings revealed the difference between the two e-modes of teaching. They presented a framework enabling instructors to choose which one to leverage according to students’ digital skills and access to internet bandwidth, thus serving as a guideline for any instructor wishing to participate in such an educational endeavor. Finally, implications of these two technologized modes of instruction on the teaching profession overall are set forth.

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Section: A Sense Of Equitysupporting

confidence: 83%

Migrating Vs. Decentralizing MOOC-based e-content to Teaching MA Language and Communication Students

Ghobrini¹,

Sarnou²

2022

AWEJ

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“…Most of these guidelines seem to suggest that in order to reduce cognitive load, redundancy within a single mode should be reduced in order not to divert the attention of the learner. In their summary of educational research on cognitive science, Moore, Burton and Myers (1996) list a range of cognitive concepts, including cognitive load theory, in support of multimodal information processing for learning; some of which have been taken forward by Sankey and Nooriafshar (2005) to demonstrate their practicability in the design of pedagogic strategies and educational materials based on combinations of media and modes.…”

Section: Review Of Literaturementioning

confidence: 99%

Pedagogic strategies supporting the use of Synchronous Audiographic Conferencing: A review of the literature

Freitas

Neumann

2009

Brit J Educational Tech

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Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time communication and interaction using multiple media and modes. With an increasing institutional uptake of SAC, users require an understanding of the complex interrelations of multiple media in learning scenarios in order to support pedagogic-driven planning and effective use of the tool. This paper provides a review of recent literature that explores the pedagogic strategies used to underpin practical uses of SAC for the benefit of learners especially in non-standard contexts such as distance education. The paper reports on approaches from practitioner-oriented perspectives as well as approaches based on educational theory, notably the community of inquiry model, task design and multimodal models of cognition, meaning and interaction. The main features of these models were extracted to provide both a synthesis for future work on dedicated pedagogic models for SAC and a resource for practitioners wanting to link SAC with educational theory.

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“…In particular, a visual representation, images or simulations could overlay solutions, complement content and facilitate understanding when a written narrative fails to communicate a concept or a given problem (Sankey, Birch and Gardiner, 2011;Starks, 2014). Therefore, the use of mixed reality and gamification in SAD curricula has the potential to link conceptual and practical activities.…”

Section: Introductionmentioning

confidence: 99%

“…These sets of tools are considered supportive for teaching delivery. In some situations student's learning success are determined by their ability to visualize and manipulate multidimensional materials using technology skills to thrive in the digital economies (Sankey, Birch and Gardiner, 2011).…”

Section: Introductionmentioning

confidence: 99%

Using Gamification and Mixed Reality Visualization to Improve Conceptual Understanding in ICT System Analysis and Design

Muñoz,

Cowling,

Birt

2016

APUBS

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This paper presents a research design and intervention that investigates how the use of mixed reality visualization and gamification can be applied to an ICT systems analysis and design course. The research focuses on a learning approach of an ICT modelling and design framework based on visual augmentation of traditional course content and class delivery. Assessment of the learning impact in regards to learners, system components and their interaction in system scenarios will be performed. Allowing learners to explore and discover information in the form of a gamified scavenger hunt that supports scaffolding learning chunks, aims to assist them towards a conceptual understanding of the solution. Educators can incorporate selected representations of key learning artefacts and resources in an augmented capacity using a variety of media such as 2d images, videos, graphics, simulations, and 3d models applied into the design process and promote active learning in the classroom.

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Multiple Representations in Multimedia Materials

Cited by 6 publications

References 0 publications

Migrating Vs. Decentralizing MOOC-based e-content to Teaching MA Language and Communication Students

Migrating Vs. Decentralizing MOOC-based e-content to Teaching MA Language and Communication Students

Pedagogic strategies supporting the use of Synchronous Audiographic Conferencing: A review of the literature

Using Gamification and Mixed Reality Visualization to Improve Conceptual Understanding in ICT System Analysis and Design

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