Multimedia plus Flipped Classroom

In a flipped classroom trial, chemistry students passed at at 85% rate as opposed to 35 to 60% rate.  This lectureless hybrid used iClickers for quizzing during the class portion and used “a set of short instructor-made videos, podcasts, an online homework system and  WordPress website. …They found that students watched videos multiple times and even rewound and slowed the speed in order to master the relevant points.”

https://www.insidehighered.com/digital-learning/article/2017/05/10/trial-and-error-lehman-and-hunter-colleges-boost-chemistry?utm_source=Inside+Higher+Ed&utm_campaign=05719427cb-IDL20170419&utm_medium=email&utm_term=0_1fcbc04421-05719427cb-198669569&mc_cid=05719427cb&mc_eid=86c8d61bb0

Theoretical Framework of Cognitive Theory of Multimedia Learning

  • And some important findings for instructional design

Michelle Rudolph of Independence University reviews the theoretical frameworks  provides reminders of the research of Richard Mayer, Rita Moreno and others, highlighting cognitive load, dual channels and capacity for information processing.  Mayer’s model of the processing of words and pictures simultaneously and application of cognitive load theory described.  Rudolph further explains the twelve principles of multimedia design (Sorden, 2012).  The discussion then includes the components for designing effective instructional multimedia lessons, as has been researched along with a bibliography.

  • Components
  1. Redundancy
  2. Signaling
  3. Segmentation
  4. Animation v. static image
  5. Control
  6. Interactivity
  7. Engagement and feedback
  8. Screencasts

Sorden, S. (2012). The cognitive theory of multimedia learning. Handbook of educational theories. Charlotte, NC: Information Age Publishing. Retrieved from http://sorden.com/ portfolio/sorden_draft_multimedia2012.pdf

Journal of Online Higher Education vol. 1, no. 2/2017 1, Cognitive Theory of Multimedia Learning, Michelle Rudolph

Review of some theoretical concepts

This author’s review covers various instructional design theoretical frameworks and learning concepts as they pertain to multi-media learning in electronics engineering.  Animation with audio becomes a needed tool for presenting the information and examples in subjects where it can be difficult to provide only textual or textual with graphic content.

THE DEVELOPMENT OF MULTIMEDIA-BASED LEARNING MATERIAL FOR DIGITAL ELECTRONICS SUBJECT TO IMPROVE STUDENTS’ COMPETENCE IN THE DEPARTMENT OF ELECTRONICS ENGINEERING, MAKASSAR STATE UNIVERSITY Mahmud Mustafa Universitas Negeri Makassar