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Unlocking the Power of Multimedia for Learning



Although verbal representations – such as printed or spoken words – hold a privileged place in education, there is growing consensus among educators the concept of literacy should be broadened to include visual representations such as illustrations, photos, animation, and video.


Our student receive content through multiple channels, i.e. media, including audio and visual channels (Paivio, 1969) as well as touch, taste and smell. Multimedia is most commonly defined as the use of at least two of these elements: sound (audio), and text / still graphics / motion graphics (visual) (Tannenbaum, 1998).  Schnotz and Lowe (2003) define the term multimedia more specifically as the combination of multiple technical resources for the purpose of presenting information represented in multiple formats via multiple sensory modalities.

It therefore logically follows that educators will be interested in better understanding how imagery, videos and sound files can be used to stimulate learning.

Visuals:



 In this book, Prof. Eilam talks about the “dual function ” of visual literacy, by which she refers to the idea that when teachers increase their visual literacy
they improve as teachers because they are better able to select, construct, and use appropriate instructional communications that include visualizations and they improve as learners because they are better able to make sense of communications that include visualizations.

Audio



Sound can be equally powerful to stimulate learning. At Stellenbosch University we recently developed an informal podcast channel. Below are example of a few lecturers sharing their thoughts on their research. These podcasts have been shared within a variety of modules, across disciplines, to stimulate discussions on threshold concepts in the social sciences. Hearing these experts speak in the informal, comfortable setting of their own offices, chatting about research areas they are genuinely passionate about, affords the students the opportunity to 'engage' with the lecturers' thoughts in a way that is arguably more intimate and authentic than the typical large lecture. Responding to forum discussions on these podcasts further allows for online dialogue, which students reported to be almost as valuable a learning opportunity as face to face, small-group tutorials.



Sound can be especially effective to evoking emotional responses. It can have an immense effect on our cognitive processes, either facilitating focus and learning, or distracting us and hindering our ability to retain information. This idea is outlined by this punchy Ted talk by Julian Treasure:


In a similar vein, video can be used as a powerful, emotive tool that combines the power of the audio and visual medium. The use of video for educational purposes should, however, also be approached with caution....

  More on that in the next post.
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