Educational Multimedia Principles

everybody. So this is my educational multimedia principles presentation, and

I decided to use President for this.

I've seen President used a little attempt, but I've never

actually done the presentation with it myself.

So let's go ahead and begin.

So the educational multimedia principles set forth by Dr Richard

Mayor that lines 12.

But for this presentation, I'm just gonna focus on five

of So the first of these is coherence principle.

So when the coherence principle were essentially just saying that

people students are gonna learn better when we take out

all the extra stuff that isn't actually needed.

So we're taking extra words were not adding pictures that

don't add anything to the content.

We're not putting in sound just for the sake of

adding some extra multimedia.

So I broke this down into a good example in

a bad example.

So in the good example, as the teacher, I'm going

to use this picture and I'm going to walk students

through. I'm going to say that a plan it takes

in light carbon dioxide and water, and it produces sugar

and oxygen.

That's the process of photosynthesis.

In a bad example.

Well, I've got a lot of extra words here.

And, you know, since this is about photosynthesis and nature,

I've added some background noise here and you see that

I put in a bunch of extra stuff, you know,

carbon dioxide.

Well, what's the chemical formula for this and the park

down there about water?

Well, don't forget about the water cycle.

That's important, too.

And the part about son being 94 million miles?

There's a lot of extra stuff here that isn't actually

gonna help students learn.

It's just going to draw the attention away.

So let's go back.

Sorry, having some trouble navigating Teoh, the 2nd 1 which

is signaling principle so in the signalling principle, were essentially

just saying that people are gonna learn better when we

point out what is the most important information.

So again, I broke this down into a good example

and a bad example.

So in my good example, I've got the water cycle

here and I've decided to highlight the things I think.

Most important, yes, these are all parts of the water

cycle, but the most important things that I want them

to know about our condensation, evaporation and precipitation.

So I put those red boxes to try and draw

their attention in right there.

Now, in the bad example.

Okay, I just leave it a little out there.

And while I might talk more about condensation and precipitation

and evaporation, there's a lot of other words, like transportation

in transporation.

They are going to, um, going to pull their their

attention away from what I really am morning them to

focus on.

Okay, my 3rd 1 that I want to talk about

is personalization principle.

So and this one, we're saying that students are going

to learn better when you talk like a human being,

and it's it's something that they can understand.

It's everyday conversation, as opposed to very technical jargon that

goes over their head.

So I'm using photosynthesis for this one again.

So I'm going to say that plants are going to

take sunlight, carbon dioxide and water and turn that into

sugar for food for the plant and oxygen that they

give off.

Now, in the bad example, I'm going to try and

be very technical about it, and I'm going to say

that animals in the environment are going through the process

of respiration and they take in oxygen and they they

breathe out.

Carbon dioxide and water makes its way into the soil,

which is then absorbed by the plants roots.

And then the process, um produces sugars and complex carbohydrates.

And then oxygen is is released into the atmosphere, making

it much more complicated than it needs to be.

I'm using words that they're taking extra times for the

students you comprehend.

Okay, in the pre training principle, this one, um, essentially,

we're just going to give students the background information or

the important vocabulary that they're going to need to understand

what's going on.

So I didn't do a good and bad example for

it. I basically just wanted toe toe give you, um,

a view of how it works here.

So I've got some plant and animal cells here, and

you can see there are a lot of terms in

there. That is a lot of vocabulary.

If this is the first time student iss seeing this,

you're not going to be very successful.

If you just read down the left side.

The animal, the cell Riva zooms into plasma.

Critical. It might a Condrey a nucleus plasma membrane, Golgi

apparatus. There is AA lot going on there.

And if they have never heard these things before, you

might give a wonderful explanation of how they work.

But it's going to go right over their head because

they don't have the prior knowledge that they need to

understand this.

Now if they already know what all those organelles are.

Yeah, looking at this and hearing the explanation will probably

make sense to them.

The final one is thes spatial continuity, contiguity principle.

So in this one, we are going to just try

and put words in our presentation close to what they

correspond to in the picture.

So basically, it draws their attention to where it needs

to be instead of somewhere else where they're no longer

focusing on the graphic.

So in my good example, I've got ah diagram of

the solar system here, and I've got my gas giants

and my brief explanation.

There they're larger, their lessons and they have more mess.

And then my terrestrial planets, they're smaller, more more dense

and less mass.

Um, I've kept that text close to the important part

in the graphic.

Um, in my bad example, I'm using that same information,

but now, instead of being able to look at this

picture and see the text right there next to those

next to the planets that they actually apply.

Teoh, they're having to look around.

So over here is density.

And down here, size and up here is a mess.

And before you know it, I'm moving on from this

slide and they've spent all their time looking at the

text instead of actually looking at the picture picture.

So I'm trying to draw their attention in right there

so that they're they're focused on the graphic and what

it has to offer.

So this is Ah, this was my educational multimedia presentation.

Um, again, those were just five principles.

There's seven others that we could go over, but those

were the five that stuck out to me.

Educational Multimedia Principles

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