Powerful Learning

           Dr. Mayer (2009) presents the cognitive theory of multimedia learning as consisting of the inputs from both the visual channel and the auditory channel. He claims multimedia learning is powerful learning because two channels are used to input information to be learned instead of one channel, the visual, which is the traditional channel. Clark and Mayer (2011) discuss the principle of multimedia learning, or learning with both images and text instead of text alone. They cite several studies that support the view that people learn better with both images and text than using text alone. Using both involves learners in active learning rather than passive learning.

           Multimedia learning according to Mayer (2009) at one point involves two learning styles, auditory and visual, while at other points involves the use of images and text instead of text alone. While I can appreciate that both techniques are more powerful than text alone, including the third learning style, kinesthetic, is even more powerful. Gardner (1983) felt information could be processed through at least seven channels, but was he really talking about the ways in which information is inputted into the human brain or the way in which information was comprehended by the human brain? As a person with musical intelligence, I know I can get music into my brain in one of two ways, I can read written music or I can hear. How I comprehend the music is different from how the music is inputted.

           I believe multimedia should be used to draw students into learning and used it in this way with PreK through 12th grade learners. When I discuss and use multimedia in learning, I am not speaking of static images, which Mayer (2009) includes in his definition of multimedia learning. It should be noted that he is only discussing the cognitive domain, not the emotional, physical, or social, so this may be why he does not mention kinesthetic learning. I have informally observed that involving students in doing increases and deepens their learnings, as in the same way comprehension is deepened the higher up Bloom’s Taxonomy the instructional technique reaches. Mayer (2009) supports this view in his discussion of active processing.

           Rushton and Larkin (2001) state that learning is social and one wonders what Mayer would find if he included this domain. How is learning affected when a social community of learning is added to his stated cognitive domain? Rushton and Larkin (2001) assert that constructivist theories of Piaget and Vygotsky are supported by brain research. Mayer (2009) discusses the limited capacity of the brain to pay attention to information at the same time. This is principle #4 in Medina’s best-selling book, Brain Rules. Medina (2008) maintains that our brains cannot multitask, only that our brains can quickly switch between a limited number of sensory channels.

References

Clark, R. C., & Mayer, R. E. (2011). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass.

Laureate Education, Inc. (Producer). (2009). Multimedia learning theory. [Video webcast]. In Multimedia technology to facilitate learning. Baltimore, MD: Author.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, MA: Cambridge University Press.

Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.

Rushton, S., & Larkin, E. (2001).  Shaping the learning environment: Connecting developmentally appropriate practices to brain research. Early Childhood Education Journal, 29(1), 25.